European Journal of Molecular & Clinical Medicine

Abstract

The purpose of this study was to develop a Constructivist Blended Instructional Paradigm, called as CBIP, for enhancing teaching effectiveness among prospective teachers in teacher preparation and academic performance of learners in schools. The CBIP is a harmonious blend of all pedagogical approaches (behaviorist, cognitivist and constructivist) and technology in a balanced and pragmatic manner. Theoretically, Advanced Curriculum Model of Cognitive Learning (ACMCL) which was developed in National Council for Educational Research and Training, New Delhi and experimented upon in RIEs especially in Mysore and Ajmer guided the integration process in CBIP. Constructivist Blended Instructional Paradigm draws the best from all available resources as per the Indian context & circumstances. In this, knowledge is created situationally, by using contextual support matching with the text book content. In this way, it is a blending of traditionalism and modernism, a harmonious practical combination of East & West. Thus, this paradigm is operationally defined and empirically verified as Constructivist Blended Instructional Paradigm (CBIP). The main emphasis was to develop appropriate blends and define the role of both teacher and learners in the execution of these blends. The CBIP was found to be efficacious as it has improved teaching effectiveness of prospective teachers and academic performance of learners. This model opens plenty of possibilities to solve some of the prevailing problems of Indian Education System.