Innovations In Teaching: Between Research And Classroom Practice.

Abstract

There is an obvious shift of paradigm from the near unproductive method of teaching known as the traditional method that centers teaching around the teacher, to constructivism, which is a conglomerate of teaching methods that centers learning experiences on the learner. Constructivists believe that knowledge is not just handed down to the learner from the teacher, but, that knowledge is actively constructed by the learner. New information is consciously built into the cognitive structure of the learner for meaningful learning to take place. This contrasts markedly from rote learning that dwells so much on memorization and recall of facts otherwise known as rote learning. In this paper, research efforts at innovations are highlighted. However, the critical issue is whether or not these efforts have benefited the teaching service. The paper attempts to answer the question whether or not the teachers at the point of implementation are adequately aware of these innovations, and to find out if there is any mechanism in place for their enlightenment. A 10 item Research Awareness Questionnaire (RAQ) was used to elicit information from 300 teachers randomly selected from secondary schools in three Local Government Areas of Nasarawa State of Nigeria.  Results show that a vast majority of secondary school teachers are out of contact with research efforts. A majority neither read research reports in journals nor engages in any form of research, and there is no formal link between researchers and teachers in the secondary schools. From the results obtained, suggestions and recommendations are made.

Keywords: research, learners, teachers, innovations.