Constructivist Vs Traditional: Effective Instructional Approach in Teacher Education
Abida Khalid, Muhammad Azeem

Abstract
Traditional approach is very common in teaching. It ignores the students and subjects need the context in which the training is progress the mental level of interest of the students. The emerging trends include the constructivist which is moral and more focus on innovative activities and knowledge acquisition. It seems more feasible to follow constructivist approach for the teaching of English at B.Ed. level and constructivist is more feasible in engaging the students in innovative and creative activities. The purpose of this study is to compare instructional Module based on constructivist approach with the traditional Method in teacher Education at Science college township campus, University of Education, Lahore. This study is delimited to teacher Education at Township campus, University of Education, Lahore due to research design, time and funding constraints. Experiment control groups were equal (32 each). Experiment group was teached with constructivist approach by using a developed module. Pre and post tests were used to see the difference in two groups. T-test was used to check the significant difference between experiment and control group after experiment. It is explored that both the groups were equal regarding their achievement scores in teaching of English communication before the experiment but after experiment both were different in their achievement. It is concluded that this significant performance of experiment group may be due to teaching student teachers of experimental group with constructivist approach.

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