教师的教学法没有固定的方法，要根据学生的情况和需求。

Dear Dr. Rabah!

The world is evolving toward multiple crises and students have different capabilities to adhere to changes in the environment:

1) Hau, KT., Wu, W.J., Chung, W.T. et al. Emergency remote teaching technology and pedagogy at covid outbreak: different perspectives of students, parents, and teachers in Hong kong. Educ Inf Technol (2022). https://doi.org/10.1007/s10639-022-11526-2, Open access: Article Emergency remote teaching technology and pedagogy at covid o...

2) Callaghan, R., Joubert, J. & Engelbrecht, J. Using enaction to evolve from pre-Covid to post-Covid pedagogy: a case study with South African mathematics teachers. ZDM Mathematics Education (2022). https://doi.org/10.1007/s11858-022-01416-9, Free access: Article Using enaction to evolve from pre-Covid to post-Covid pedago...

Yours sincerely, Bulcsu Szekely

Use of diverse pedagogical method by the teacher depends on several determinants: 1) school's philosophy 2) teacher's teaching philosophy, 3) learner and learner's diversity, 4) context by which teaching-learning takes place/physical learning environment, 5) instructional resources available, last but not the least, 6) the skill and experience/expertise of the teacher to use a particular pedagogicak method.

Independent of all personal and environmental factors a teacher should have a student centered attitude and teach him how to catch fishes and not to sell fisches.

Further to the range of factors already mentioned, there are pedagogies that are subject specific. You can never teach someone to drive by sitting in a classroom.

Variation in student's learning styles.

Subjects are different, contents also different and students individual differences. so teachers need to select a pedagogy for effective delivery

The reason for the difference in style is the difference in the scientific subject of one subject, in addition to the diversity of abilities and thinking skills that he deals with within the classroom, and the method of communication between him and the learners.

To use different pedagogical methods in teaching for one subject, to check the abilities and thinking skills that a teacher deals within the class room. To make learners competent in various fields. The teachers should introduce crtical thinking in their learning process. So that learners can confront their own problems.

Justification is very different than reasons. Justifications are based on the teacher's training, which is always a good start, whether via a collegiate program or learning under the tutelage of a master teacher. The next few years is one working out what they learned in the real world. They learn a new method, they try it out, they reflect, keep this, tweak that, and leave that bit out. The classic mix of art and science. This cycle repeats until either they get tired and plateau and rinse and repeat strategies or they keep what works but leave room for new ideas until they reach point wherein they pass those onto the next teach coming up the street.

Reasons for a pedagogical method being used is the classroom - lol - how much time do you have? Do you want ideal or reality? There are multiple reasons - some greater and others not so much. Many answers above have answered the reality on the ground - cultural, social, political, economical dispositions of students, the teacher themselves, the school philosophy, the state, the local community, and the department of education. Ideally, the method we use serves the needs of the individual as they progress, but as most of us do not work for millionaires, we need to make decisions that serve the greatest amount of students - how tragic is that!

Basically, use the Batman method. Batman and his utility belt, have multiple, ready at hand methods for what may come. In addition, Batman is guided by Alfred, no mere butler but former British secret service. For the teacher, we need a wise, experienced one that's been there and done that - mentor - no longer how long we've taught. In addition, Batman has Lucius Fox - research and development. As teachers, we need to going to conferences, webinars, learning from the teacher down the hall, and our own research into white papers and that book we bought 3 years ago but haven't touched. Batman tested these new devices, where? In the field. I'd often tell my students that we are going to try something new. Then after, we'd reflect - what worked - what didn't - what could we do differently next time - and the like.

The child/student/learner is the reason for the difference in pedagogy. Each learner is at a different stage of readiness/awareness/ithin each learner's range of contextual/socio-educative variables so a differentiated pedagogical programme built on a learning relationship between teacher-student is the optimal developmental model. Professor Bill Boyle

Pedagogical difference occur mainly on the focus objectives with special consideration to learner entry level, time, and environmental relevance that would lead to active pedagogy.

For me, I change my methods and methodology in response to student responses to what I do. For example, if I am lecturing and class members are not paying attention, I might stop lecturing and require the students, in teams of two or more, to do a "teach-back" on a portion of the lecture. In a "teach-back," students use the book to understand the concepts, then teach them back to the class, sometimes using their own examples to make their explanations clear. They cannot just read from the text. Students are willing to do it and seem to enjoy it. Our discussion is then around their "teach back" and may include me correcting concepts if need be.

I will use learner centre teaching learning to cath up thier attention.

Teaching is an art therefore it is very important to take a look at some of these

1. The level of your students

2. Materials available to you

3. The size of your class

4. The objective you want to achieve

Just to mention a few

These can influence your pedagogy and its application of it.

And also for learners to find themselves part of the lesson and fully involved lessons must be learner-centred and the facilitators much are ready to be dynamic in their presentation.

There is no fit for all method of teaching wihch regards level of grade, subject matter etc use defferent mtehodologies.

It depends the content and the nature of your lesson plan and learning materials. That is what determines which method is suitable for your teaching.

What is important is to be mindful of basic principles of teaching and learning. Some of these include: social-interdependence, student-centered learning, constructivism, joyful learning, conceptual understanding, and others. Choices and decisions regarding pedagpgical practices will follow naturally as a result.

Since all the teachers are unique identities and students are also not the same regarding their maturity, levels of knowledge, areas of interest, motivation, intelligence level and socio-economic backgrounds.

Course objectives and Course learning outcomes are also not the same. Abilities and skills of teachers also vary. For all these factors there are differences in the pedagogical methods used by the teachers in their teaching, even sometimes they have same training, same educational qualifications and same cultural backgrounds.

There are various barriers in the student group like, poverty, financial, language,social and cultural habits,, demographics etc. each student has a particular adaptation to one particular method of pedagogy. so it is wise to make a mix and match of the pedagogy to cover all.

Difference on teaching pedagogy is seen in its appropriateness where learner is the main focus. Learners differ and the pedagogy must be flexible meeting those different needs. By the way, I don't know if we should really use pedagogical method since pedagogy itself is an approach or method.

The teacher's competence, the students' level, their cultural background, the teacher's philosophy, and the student's preferred learning style all impact the choice of a certain teaching method. More importantly, the availability of resources, the amount of time available, and the attitudes of the teachers all impact the choice of a given strategy. When implementing a teaching technique, the classroom context should always be addressed, because it is a well-known fact that what works for one kid in one classroom may not work as well for another in another. As Kumaravadivelu maintains, language pedagogy must be responsive to a specific group of instructors teaching a specific group of learners pursuing a specific set of goals inside a specific institutional setting immersed in a certain sociocultural milieu.

One of the reasons is the very nature of the science being taught. Each science has its own models and its own language, which have a certain degree of abstraction. Another factor to be taken into account is the individual differences among students in a course, their learning styles and learning strategies, which is fundamental to achieve meaningful learning

OKay that is why different scholars said different statment.

I think the method depends on the nature of the science it teaches. Also the diversity of learning styles of your students. Another important factor has to do with the learning objectives set by educational institutions, levels of demand and profile of the graduate.

pedagogy is the science of art. so that teachers use deferent teaching style during the class. he/she must use innovative technologies.

Interesting question and replies.

In pedagogic departments, students and trainee teachers attend various courses, including those regarding education, philosophy of education, didactics of specific subjects, special education.

When they enter the classroom to teach they have to implement everything they have learnt in these courses.

For example, when a trainee teacher or permanently appointed teacher has to teach science, he/she has to implmenent ideas about science teaching (Taught in Science Education courses), plan the work (as taught in School management courses), deal with student bevariours (as taught in Pedagogy courses), deal with poverty and relevant issues (as taught in Education Sociology courses), deal with students with learning difficulties (as taught in Special Education courses) etc. All these have to be done in limited time and context.

The teaching method used by the teacher is influenced by various factors, such as the learning objectives, the curriculum, the students' characteristics, the teacher's beliefs and preferences, and the available resources.

Different teaching methods have different strengths and weaknesses, and they may suit different contexts and situations. Therefore, the teacher needs to justify and explain the reasons for choosing a particular teaching method over another, and how it aligns with the intended outcomes and expectations of the teaching process.

Además de las consideraciones nombradas por mis predecesoras agregaría el clima en el aula que puede ser cambiante debido a factores externos. Los estudiantes son fácilmente afectados en la atención en clases, lo que obliga al docente a cambiar estrategias ya planificadas y esto implica una habilidad a desarrollar por el docente.