Q3.

Read the following passage and answer question based on it.

Traditional pedagogical approaches would assume a teacher as an authoritarrian figure, practising direct methods of instruction. Redefining this role around democratic principles involves rethinking both the concept of authority and forms of instructions used. In terms of the authority of the teacher educator, the issue is not one of somehow showing or neutralizing the power of teacher educator, since this is usually institutionally mandated, but how the authority is exercised at any moment in teacher education contexts. In other words, the focus becomes on how the teacher educator structures the teacher education context and uses their authority to enact democratic principles in doing so. The aim is to create a conceptual space for enacting a form of democracy when learners actively participate in a learning community that is richly connected and draws on funds of knowledge and expertise in a broder community. In terms of the forms of the instruction used, teaching becomes less oriented towards transmitting knowledge and principles of "best practices". Rather the forms of instruction become more dialogical and reflective as teacher candidates engage with a diversity of different viewpoints, beliefs, activities, policies and practices. Within this redefined role, teacher educator become facilitators of learning, provoking reflection on 'candidates' prior beliefs through discussion, joint problem solving, compromise and consensus. Positive, colloborative engaging relationships are crucial to non hierarchical pedagogical approaches, where students see each other as colloborators in the field of education rather than competitors.

Democratic principles in teaching learning are promoted by an educator through -

Q4.

Read the following passage and answer question based on it.

Traditional pedagogical approaches would assume a teacher as an authoritarrian figure, practising direct methods of instruction. Redefining this role around democratic principles involves rethinking both the concept of authority and forms of instructions used. In terms of the authority of the teacher educator, the issue is not one of somehow showing or neutralizing the power of teacher educator, since this is usually institutionally mandated, but how the authority is exercised at any moment in teacher education contexts. In other words, the focus becomes on how the teacher educator structures the teacher education context and uses their authority to enact democratic principles in doing so. The aim is to create a conceptual space for enacting a form of democracy when learners actively participate in a learning community that is richly connected and draws on funds of knowledge and expertise in a broder community. In terms of the forms of the instruction used, teaching becomes less oriented towards transmitting knowledge and principles of "best practices". Rather the forms of instruction become more dialogical and reflective as teacher candidates engage with a diversity of different viewpoints, beliefs, activities, policies and practices. Within this redefined role, teacher educator become facilitators of learning, provoking reflection on 'candidates' prior beliefs through discussion, joint problem solving, compromise and consensus. Positive, colloborative engaging relationships are crucial to non hierarchical pedagogical approaches, where students see each other as colloborators in the field of education rather than competitors.

Which of the following is not promoted by teacher following non-hierarchical approaches for facilitating learning among students:

Q5.

Read the following passage and answer question based on it.

Traditional pedagogical approaches would assume a teacher as an authoritarrian figure, practising direct methods of instruction. Redefining this role around democratic principles involves rethinking both the concept of authority and forms of instructions used. In terms of the authority of the teacher educator, the issue is not one of somehow showing or neutralizing the power of teacher educator, since this is usually institutionally mandated, but how the authority is exercised at any moment in teacher education contexts. In other words, the focus becomes on how the teacher educator structures the teacher education context and uses their authority to enact democratic principles in doing so. The aim is to create a conceptual space for enacting a form of democracy when learners actively participate in a learning community that is richly connected and draws on funds of knowledge and expertise in a broder community. In terms of the forms of the instruction used, teaching becomes less oriented towards transmitting knowledge and principles of "best practices". Rather the forms of instruction become more dialogical and reflective as teacher candidates engage with a diversity of different viewpoints, beliefs, activities, policies and practices. Within this redefined role, teacher educator become facilitators of learning, provoking reflection on 'candidates' prior beliefs through discussion, joint problem solving, compromise and consensus. Positive, colloborative engaging relationships are crucial to non hierarchical pedagogical approaches, where students see each other as colloborators in the field of education rather than competitors.

Hierarchical pedagogical approaches promote