www.oiirj.org ISSN 2277-2456 Page 124
The Use Of Audio-Visual Aids By Trainee Teacher In Practice Teaching
Dr. Rekha Topkara, Dr. Tarsing Naikb
aPrincipal, Putlaben Shah College of Education, Sangali, Maharashtra, India.
bAssistant Professor, S.M.T.Government College of Education, Kolhapur, Maharashtra, India
This research was to study the use of Audio-visual Aids by trainee-teachers in practice teaching.
The research method used in this research was survey method. The sample of the study was purposively selected in working area of researcher. The finding and suggestion are was mentioned in research paper.
KEYWORDS:- Development of attitude, trainee-teachers, practice lessons.
Introduction- A trainee teacher has an inherent that his teaching should be as effective as possible. What he teaches in practice lesson teaching should be clearly understood, grasped and fixed in the minds of students. Effective practice lesson teaching requires a careful analysis of learning tasks and identification of the critical areas in the subject area. In order to realise his objective, the trainee teacher makes use of different types of materials in practice lesson
teaching just as posters, charts, models, specimen, computer, blackboard etc.
The trainee teacher basically must contribute to the training programme of the individual with a view to his integration into a given society and teach new ideas, facts and techniques to a specific school students. If students are more accustomed to technology, audio-visual materials play a greater role in the classroom. Students learn in a variety of different ways, so the use of audio-
visual components will help improve the learning environment.
Audio-visual aids in teaching a major role to play in the modern classroom, but too much technology can actually hinder learning. The personal relationship between trainee teacher and students is ultimately more important and rewarding in a brick and mortar classroom.
Abstract
www.oiirj.org ISSN 2277-2456 Page 125 It is thus relatively easy to define the goals at which the trainee-teacher aims. Achieving these goals is another task which brings him teacher-trainee and student every practice lesson teaching day with the basic problem of pedagogy that of transmitting ideas or information.
Audio visual aids in Teaching-Learning process
The trainee-teacher resorts to infinitely varied means, among them audio-visual aids. Effective practice lesson teaching requires a careful analysis of the learning tasks and identification of the critical areas in the subject area. Audio-visual materials have to be developed that will help to meet the learners need to understand .All audio-visual aids in teaching must be selected in some way reflect the lesson. Trainee teachers should decide which materials to improve teaching effectiveness, because these materials offer the depth of real life for students.
Trainee-Teacher Method
Topic
Objective Lesson plan & A-V aids
preparation presentation
Teacher-trainee
Observation
Evaluation
Feedback
Clarity of the subject Make subject interesting
Based maxim of teaching Psychological value
Fixing up the Knowledge Saving Time &Energy
Encouraging activity
Developing attitude
Qualitative teaching
www.oiirj.org ISSN 2277-2456 Page 126 Review of Literature :-
The trainee teacher contribute to the training of the individual with to teach new ideas, facts and techniques to a specific school students. Doyle and Robson (2002), writing about the needs of students with disabilities, maintain that all students will ultimately benefit when not only lecture lesson plans but also handouts and OHPs are provided in advance. Use audio-visual aids in teaching is a very important role of trainee-teacher that affects the quality of his teaching.
Maharashtra (1872) Studied the use of A-V aids in teaching. This study included the response of students in teaching.
Statement of the problem:-
The use of Audio-visual Aids by Trainee Teacher in Practice teaching Objective of the study-
1.To study various teaching methods of trainee-teachers.
2.To study the preparation Audio-visual aids in teaching by trainee-teacher.
3.To study the process of use of audio-visual aids in practice lesson teaching.
Hypothesis:-
Trainee-teacher awareness about the use of A-V aids in teaching and the effect of aids on students response.
Limitation of the study:-This study is confined to trainee-teachers in college of education.
Research methodology-
The methodology adopted for collecting data was a Survey method. The 79 structured questionnaires were formulated and distributed randomly to the selected sample.
Trainee-teachers suggestions were corporate in the use of audio-visual aids in practice lesson teaching.
Sample-The data is collected from S.M.T. Government College of Education, Kolhapur. Overall 79 trainee-teachers were considered as the sample of the study.
Tools:-In this study a questionnaire was prepared by researcher and verify the tool from excerpt and it considered the use of audio-visual aids in teaching.
www.oiirj.org ISSN 2277-2456 Page 127 Method of the study:- This research was used a survey method to collect the data from trainee- teachers. The administration was done at the time of practice lesson
Analysis and interpretation of data-
The data were analyzed by the use of simple descriptive statistics. To facilitate the analysis data.
Lesson No.
1 2 3 4 5 6
A-V Aids
out of 79 %
out of 79 %
out of
79 %
out of
79 %
out of
79 %
out of 79 %
Posters 65 82.3 70 88.61 66 83.54 45 57 34 43.04 79 100
Charts 56 70.9 67 84.81 78 98.73 75 94.9 76 96.2 56 70.9
Radio 0 0 0 0 2 2.532 0 0 1 1.266 0 0
Mobile 0 0 5 6.329 0 0 6 7.59 0 0 2 2.53
Black-
Board 79 100 79 100 79 100 79 100 79 100 79 100
Above table shows the profile of the trainee-teachers. The sample consist of 56 female trainee- teachers & 23were male trainee-teachers. The trainee-teachers 12-English,11-Marathi,9- Hindi,21- science,13- Maths,6-history & 7-Geog have methodology. The data is concern only 6 fist stage practice lesson of the trainee-teachers.
Conclusion-
1.Average of 6 practice lesson teaching 75.80% trainee-Teachers used a posters.
2.86.07% trainee teachers were used a charts. The charts were prepared by trainee-teachers their own drawing experiences.
3.Radio were used 084% trainee-teachers in practice lesson teaching.
4.2.74% were used mobile .
5.100% trainee-teachers written and explains his teaching points on the black board.
www.oiirj.org ISSN 2277-2456 Page 128 Suggestions-
1.Charts have a proper size. The drawing and writing must be so distinctive and clear that all the pupils may get beneficial through its use. No irrelevant things not connect with the topic will be demonstrated through chart as far as possible the charts a would be get prepare by the trainee- teachers.
2.A trainee-teachers of various methods may be utilize the real surrounding as an aid to his practice lesson teaching.
3.Models are the copies of the real objects. Use models in practice lesson teaching in hard concepts and facts related to topic.
4.Trainee-teachers should always try to exploit his resourcefulness, creativity and ingenuity interesting and purposeful by trying to make use of the low cost improvised teaching aids. When trainee-teachers finds opportunities to do so with the help of other trainee-teachers.
5. Use very effective and easy handling aids like computer in teaching.
References-
Hackman, M. Z. and Walker, K. B. (1990) Instructional Communication in the Televised Classroom: the Effects of System Design and Teacher Immediacy on Student Learning and Satisfaction, Communication Education, 39, 196 – 206
Brophy, K.A. : (1999). Is computer-assisted instruction effective in the science classroom? Masters Abstracts International, 37(5), 1302. (UMI No.1393859)
Brown, K.G. : (2001). Using computers to deliver training : Which employees learn and why? Personal Psychology, 54, 271-296.
Brown, Johnes, Lewis, Richard, B. Harcleroad, Fred N. : (1983), "Instructional Technology Media and Methods" New York; Mac Graw Hill Book Co.
Bruce Joyce,: (1997), Models of Teaching, 5th Edition.
Buch, M.B. : (1983), "Fourth Survey of Research in Education "New Delhi; National Council of Educational Research and Training.
