Abstract
The study intends to investigate effectiveness of teaching-learning process through observing active and receptive behaviours of trainee teachers and students in classrooms. The objective is to observe and measure behaviors connected to active, enhanced receptive, and receptive learning. The study targets at finding and comparing effectiveness of teaching-learning process and is based on observation schedule analysis. It includes two groups of trainee teachers, one is of Master of Art in Education (M.A.) and other is of Bachelor of Education (B.Ed). Flanders’ Interaction Observation Schedule has been used to observe and measure classroom behaviors of trainee teachers as well as students. The population consists of all male and female trainee teachers completing their academic courses at University. The study reveals that receptive/passive learning behaviours of both trainee teachers and students dominate in classrooms. Analysis, further, shows that trainee teachers of M.A Education program show more active and enhanced receptive learning behaviors i.e.; 31.4% and 27.8% respectively as compared to B.Ed trainee teachers i.e.; 20.1% and 23.6% respectively. This indicates trainee teachers of M.A Education degree programme are more inclined in creating active-learning environment among students’ behaviors during teaching-learning process in classrooms. The study suggests that teachers of teacher-training institutes and universities should incorporate the elements of active learning (AL) technique during teaching to make prospective teachers understand that how teaching can be made active during teaching-learning process in classrooms.