Trainee Teachers' View on Getting Similar Responses from Students Based On Rote Learning. “A Qualitative Study at Elementary Level in Pakistan

Abstract

This research delves into the perspectives of trainee teachers within Pakistani teacher education programs regarding the practice of assigning identical homework and classwork in elementary education. The study encompasses a diverse group of trainee teachers representing various specialties and demographics. The researcher used a descriptive design and a
qualitative approach. The qualitative data from the interviews were recorded and analyzed thematically. Thematic analysis involves identifying patterns, themes, and categories in the interview data. The study focused on trainee teachers enrolled in a teacher training program engaged in teaching activities in the Islamabad region of AIOU. Of the 46 students enrolled in this study, 12 students were interviewed using convenience sampling (Stratton, 2021). Interview data were transcribed, coded, and thematically analyzed to identify recurring patterns and themes. The findings reveal a nuanced picture, with trainee teachers acknowledging both the potential benefits and limitations of identical assignments on student engagement, motivation, and learning outcomes. Ultimately, the study underscores the importance of striking a balance between reinforcing learning and personalizing assignments to cater to diverse student needs. The recommendations put forth include the promotion of diverse pedagogical approaches, enhancing teacher training programs, fostering critical reflection, and encouraging further research to refine teaching practices in the context of identical assignments in elementary education in Pakistan.