A Qualitative Inquiry into Pedagogical Styles and Teacher–Student Communication in Teacher Education Institutions of Meerut District

Abstract

This qualitative study explores the interrelationship between pedagogical styles and teacher–student communication within teacher education institutions in Meerut District, Uttar Pradesh. The research investigates how various teaching approaches, shifting from traditional lecture methods to learner-centred and facilitative models, manifest through verbal, nonverbal, and written communication practices in B.Ed. classrooms. Using a phenomenological case study design, the study draws upon in-depth interviews, classroom observations, and document analysis to reveal how communication patterns shape student engagement, learning motivation, and perceptions of the classroom climate. The findings highlight three overarching themes: the authenticity of communication, the relational dimension of pedagogy, and communication’s role in fostering student agency. The study underscores that effective pedagogical practice is inseparable from the quality of communication and emotional resonance between teacher and learner. The paper concludes with recommendations for enhancing teacher education through reflective communication training, mentorship, and integration of relational pedagogy principles aligned with India’s National Education Policy (NEP) 2020.

Keywords: Pedagogical styles, teacher–student communication, qualitative research, teacher education, classroom interaction, Meerut district