A STUDY OF SECONDARY SCHOOL TEACHERS’ READINESS TOWARDS PEERAGOGY AND OPEN PEDAGOGY

Traditionally, teachers used to determine the learning of the students, they only decide about the knowledge and skills that need to be taught to the students but there has been a paradigm shift with the advent of new digital mediums. Now learning has evolved into a learning-centered, self-directed, social, peer-to-peer, inquiry-based and cooperative approach to education. ICT revolutionized learning for students and teachers. It has provided immense opportunities from connecting with people, accessing information, to availability of volumes of open educational resources. Education has transformed from pedagogy to new approaches like open pedagogy, self-education i.e., Peeragogy. No doubt these approaches will prove to be sustainable with the global health crises going on. Thus, this paper aims to recognize secondary school teachers' technological acceptability and to investigate their preparation for Peeragogy and Open pedagogy. Data was collected through a Google form from 96 secondary school teachers from 22 Indian schools, and descriptive statistics were used to examine the results. The findings revealed that the secondary school teachers are quite enthusiastic about integrating technology in education and employing peeragogy and open pedagogy in their classrooms. This study on secondary school teachers' attitudes towards technology, their readiness for Peeragogy and Open pedagogy, and the problems they experience is expected to offer educators with relevant information for future research.