Exploring the Impact of Limited Teacher Training on Pedagogical Approaches in Business Education: A Case Study

( Vol-10,Issue-6,September - October 2024 )

Author(s): Rhea D. Duldulao, Maria Fe L. Fajardo, Nonata S. Aquino, Myra B. Bactol, Jocelyn B. Cruz

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Page No: 60-63
DOI: 10.22161/ijaems.106.9

Keywords:

Learning Outcomes, Pedagogical Approaches, Professional Development, Student Engagement, Teacher Preparation.

Abstract:

This case study investigates the repercussions of limited teacher training on pedagogical approaches within business education. Findings reveal a significant consensus among respondents regarding the adverse effects of restricted pedagogical methods, indicating a perceived decline in educational effectiveness. Additionally, the study highlights a concern that limited assessment techniques constrain evaluation practices, with mixed perceptions of their impact on comprehensive understanding among students. The analysis further identifies a detrimental influence of inadequate pedagogical strategies on classroom management which correlates with decreased student engagement. These insights stress the urgent need for enhanced teacher training programs to foster diverse and effective pedagogical approaches, ultimately improving educational outcomes in business education. The study calls for further research to explore innovative training solutions that can address these challenges and promote more engaging learning environments.

Received: 18 Sep 2024; Received in revised form: 19 Oct 2024; Accepted: 25 Oct 2024; Available online: 31 Oct 2024

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