Activity Based Teaching and Learning through Mentoring in Punjab Province of Pakistan: An Analysis

Abstract

This paper studies the effects of mentoring process on the professional development of teachers through Activity Based Teaching and learning. Major objectives of the study includes: i) To review the mentoring process initiated for the Professional Development of Primary School Teachers in Punjab Province of Pakistan, and ii) To analyze the effects of mentoring process to promote Activity Based Learning among the Elementary Level Teachers in Punjab Pakistan. The population of the study was comprised on 47988 Primary School Teachers (Mentees) and 1370 District Teachers Educators (Mentors). The data was collected through questionnaires and interviews from the 381 Primary School Teachers (PSTs) and 302 District Teachers Educators (DTEs) were taken from the selected 12 districts of the Punjab. The difference in the scores of PSTs and DTEs showed that PSTs &DTEs mean opinion scores were noted respectively. Major recommendations of this study were; i) The training duration of the District Teacher Educators may be enhanced to enable them to prepare the Primary School Teachers for developing supporting materials that matches with the mental abilities of their students, when they are involved in Activity Based Learning, Keeping in the view societal, cultural, religious barriers and gender sensitization of the Pakistani context, female District Teacher Educators be recruited to provide mentoring services to the female Primary School Teachers to make the Activity Based Learning more effective.

DOI: 10.5901/mjss.2016.v7n1s1p434