• Rakesh Kumar

Teaching-learning processes in classroom or outside it become meaningful when active engagement by all stakeholders is practiced. Boundaries of active engagement are not confined to physical activities only. Mental engagement with or without physical engagement is not possible without interpretative efforts by the individual at private level. In the classroom situation, the teachers’ open-mindedness to the interpretations by the learners have a long-lasting effect on the way learners learn. A teacher’s disposition towards Individual Interpretations by the Learners is thus an important pedagogical consideration. The present study focuses on preservice teacher’s natural dispositions towards “Was Tolerant to Individual Interpretations by the Learners” in terms of Qualification Level of the Teacher, Teacher’s Area of Expertise and Class Taught by the Teacher In the study relevant graphs related to this focus have been drawn and interpreted. ‘Statistical Descriptives’ of the same have also been interpreted as part of the study. The study did not find any significant difference in pre-service teachers’ response to “Was Tolerant to Individual Interpretations by the Learners” in terms of Teacher's Gender, Nature of School Management and School Type. These factors have been located as research gaps in the study done by one of the researchers from this research team. The study contributes towards understanding the role of some factors in ‘formal’ science classrooms settings while trying out ‘informal environments’ in eighteen selected schools under guidance of one of the researchers from this team.

Culture of Science, learning strands, Science classrooms, Pre-service teacher education, Teacher's Gender, Nature of School Management, School Type

"WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 3, page no.798-813, March-2019, Available :http://www.jetir.org/papers/JETIR1903M96.pdf

"WAS TOLERANT TO INDIVIDUAL INTERPRETATIONS BY THE LEARNERS", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 3, page no. pp798-813, March-2019, Available at : http://www.jetir.org/papers/JETIR1903M96.pdf