Volume 4, issue 2, 2025
140
THE ROLE OF THE TEACHER: TRADITIONAL VS. MODERN APPROACHES
Yokubjonova Dilnavozxon Serobjon qizi
Kokand university, Tourism and Economics Faculty,
English teacher in Foreign languages department
Gmail:
yokubjonovadilnavoz@gmail.com
ABSTRACT:
This study examines how teachers function in both conventional and
contemporary teaching methods, examining how they affect learning outcomes, information
retention, and student involvement. Although they offer structured learning, traditional teaching
approaches that emphasize lectures, memorization, and teacher-centered instruction frequently
restrict student interaction and critical thinking. On the other hand, contemporary methods that
encourage active engagement, creativity, and problem-solving abilities include project-based
learning, student-centered learning, and technology integration. According to the research
findings, while modern teaching methods increase engagement and deeper learning, limitations
such as teacher training, resource availability, and institutional constraints prevent complete
implementation. The study reveals that a balanced approach, combining classic techniques'
organized discipline with the interactive and flexible nature of modern education, can improve
learning experiences. Future study should concentrate on improving teacher training programs,
boosting access to digital resources, and creating adaptive curricular models to meet the
changing educational context.
Keywords:
1. Traditional Teaching Methods 2. Modern Teaching Approaches 3. Teacher-
Centered Learning 4. Student-Centered Learning 5. Active Learning Strategies 6. Project-Based
Learning 7. Classroom Engagement 8. Technology in Education 9. Collaborative Learning 10.
Critical Thinking Development 11. Teaching Methodologies 12. Blended Learning Approache
Introduction:
Over time, the teacher's function has changed dramatically, moving from being a
traditional authority figure to a contemporary learning facilitator. Teachers served as the main
information source in traditional methods, giving pupils organized lessons in which they were
expected to take a passive part. This approach placed a strong emphasis on teacher-led learning,
standardized testing, and rote memory. It was useful for upholding order and covering a set
curriculum, but it frequently hindered student participation, critical thinking, and creativity.
On the other hand, student-centered learning, teamwork, and flexibility are prioritized in
contemporary teaching methodologies. Teachers increasingly serve as facilitators, helping pupils
to analyze and explore ideas. The educational landscape has been completely transformed by
technology integration, project-based learning, and interactive teaching techniques, which have
made learning more dynamic and individualized. This change encourages students to actively
participate in their education by acknowledging the diversity of learning styles.
This essay examines the key distinctions between conventional and contemporary teaching
methods, evaluating their efficacy, difficulties, and effects on the learning results of students. It
is essential to comprehend this progression in order to create future teaching methods that are
more effective and balanced.
Literature review
Volume 4, issue 2, 2025
141
The function of teachers in education has been extensively researched, with scholars
examining the transition from old teaching methods to modern pedagogical approaches.
Traditionally, teachers were viewed as the sole authority in the classroom, responsible for giving
scheduled lectures, enforcing discipline, and evaluating pupils using standardized examinations
(Brown, 2004). This teacher-centered model emphasized content knowledge and memorization,
leaving little possibility for student involvement or critical thinking (Lado, 1961).
However, modern approaches advocate for student-centered learning, with teachers serving as
facilitators rather than knowledge dispensers. Vygotsky's (1978) sociocultural theory emphasizes
the significance of collaborative learning and engagement, arguing that students learn more
effectively when involved in meaningful debates and activities. Similarly, Piaget's (1952)
constructivist method focuses on active learning, in which pupils gain knowledge via discovery
and experience. Recent research (Weir, 2005; Douglas, 2010) indicates that technology-driven
teaching methods, project-based learning, and inquiry-based instruction improve student
engagement
and
long-term
knowledge
retention.
Despite the advantages of modern teaching, issues such as classroom management, instructor
adaptability, and resource availability persist. While research confirms the beneficial effects of
active learning practices, many educators continue to struggle with the transition from
conventional to modern methodologies due to institutional constraints and opposition to change
(McNamara2000).
Methodology:
This study uses a comparative qualitative research design to assess the efficacy of old and
modern teaching methods. The study collects data from teachers and students via structured
interviews, classroom observations, and surveys to analyze their perceptions and experiences.
Participants The study involves 50 teachers and 100 students from various educational
institutions, ensuring a range of teaching backgrounds and learning situations. The professors
were chosen based on their experience with both conventional and modern teaching approaches,
and
the
pupils
are
from
various
age
groups
and
academic
levels.
Data Collection Methods: Data was collected using a mixed-method technique.
Interviews with instructors to learn about their teaching philosophy, problems, and adaption
tactics. Classroom observations are conducted to analyze teacher-student relationships,
curriculum
frameworks,
and
levels
of
engagement.
Surveys were provided to students to assess their learning preferences, motivation, and academic
achievement
under
various
teaching
strategies.
Data analysis The acquired data was evaluated through theme analysis for qualitative replies and
statistical comparisons for survey findings. The study seeks to assess whether current teaching
methodologies significantly improve student engagement, information retention, and overall
learning results when compared to conventional methods.
Results:
Findings
The results of the study demonstrate important distinctions between conventional and
contemporary teaching methods with regard to classroom dynamics, information retention, and
student involvement. The following important insights are revealed by data gathered from
student
questionnaires,
instructor
interviews,
and
classroom
observations:
1. Engagement of Students: Conventional teaching techniques According to observations,
students in traditional classrooms were less engaged; 65% of students said that lectures and rote
memorization
were
less
engaging
and
participatory.
Contemporary methods of instruction: On the other hand, 82% of students reported feeling more
Volume 4, issue 2, 2025
142
motivated and interested in their classes in classrooms that used technology-enhanced instruction,
project-based learning, and collaborative learning. Knowledge Retention and Academic
Performance:
Traditional methods: Teachers claimed that pupils could recall information quickly but failed to
apply it to real-world situations. Test results revealed that memorization-based learners excelled
in
structured
exams
but
failed
with
problem-solving
tasks.
Modern methods: Students who participated in active learning strategies such as conversations,
hands-on projects, and interactive assignments retained more material and performed better on
examinations.
3.
Teachers'
Perspectives
and
Challenges:
Traditional teachers: While some educators preferred traditional techniques owing to planned
lesson plans and clear performance targets, many recognized that they inhibited creativity and
adaptation.
Modern teachers who used student-centered approaches reported higher student engagement, but
they also encountered difficulties with classroom management, lesson planning, and institutional
restraints.
4.
Technological
Integration:
Student participation increased by 30% in classrooms with digital resources (videos, interactive
software,
online
discussions).
However, a lack of resources and teacher training on digital technologies created impediments to
effectively embracing technology-driven instruction.
Discussion:
The findings support previous studies on the evolution of teaching strategies,
demonstrating that current approaches often result in increased student engagement, deeper
learning, and improved problem-solving skills. The results are consistent with constructivist
theories (Piaget, 1952; Vygotsky, 1978), which emphasize the role of active participation in
knowledge
building.
However, despite the obvious advantages of modern teaching, difficulties persist. Some
institutions are resistant to change because of curriculum constraints, limited resources, and
worries about teacher burden. Furthermore, without sufficient training and support, teachers who
are used to lecture-based instruction may struggle to adjust to interactive teaching techniques.
Another important consideration is the mix of old and modern approaches. Traditional
approaches give stability through planned teaching and discipline, whereas student-centered
learning promotes creativity, independence, and problem-solving abilities. Combining
components of both techniques could be the most successful way for providing a well-rounded
education.
Finally, the findings indicate that modern teaching practices are more effective at fostering long-
term learning and student engagement; nonetheless, successful implementation necessitates
teacher training, institutional support, and access to educational resources. Differences in
Teaching
Methodologies.
One of the most important differences between conventional and modern teaching methods is the
teacher's role in the learning process. In traditional education, teachers are the primary source of
knowledge, offering structured lectures, assigning readings, and expecting pupils to recall and
reproduce material. This strategy focuses on discipline, order, and standardized testing, ensuring
that
all
pupils
follow
a
consistent
curriculum.
In contrast, modern teaching styles emphasize student-centered learning, with the instructor
serving as a facilitator rather than an authoritative figure. Project-based learning, group
discussions, and problem-solving activities are examples of interactive teaching methods that
Volume 4, issue 2, 2025
143
enable students to actively participate in their learning. 2. The effect on student engagement and
learning
outcomes.
According to studies, new teaching methods increase student involvement more than older ones.
When students are encouraged to participate in debates, work on projects, and use technology-
enhanced learning tools, they become more motivated and take greater ownership of their
education. Active learning environments, for example, have been found to boost problem-solving
abilities
and
the
application
of
knowledge
in
real-world
situations.
Traditional methods, on the other hand, continue to offer advantages, especially in structured
learning contexts that require discipline and focus. Some disciplines, like mathematics, grammar,
and core sciences, benefit from direct instruction and repetition. Furthermore, certain kids benefit
from explicit guidelines and well-defined learning objectives, which traditional education
delivers.
Overall, while current teaching methods encourage creativity and independence, a balanced
approach that combines old structure with modern interactivity may be the most effective way to
assure a well-rounded education.
CONCLUTION
This study's findings show that current teaching methodologies have considerable
advantages over older methods in terms of student engagement, information retention, and
classroom dynamics. While traditional education provides controlled learning and discipline, it
frequently restricts creativity, interaction, and critical thinking. Modern techniques, such as
project-based learning, technology integration, and student-centered instruction, have been found
to improve motivation, problem-solving abilities, and conceptual understanding.
Despite these benefits, the full transformation from teacher-centered to student-centered learning
remains a struggle. Many instructors encounter institutional impediments, limited resources, and
the need for further training to properly use new teaching approaches. The study implies that the
most effective educational strategy may be a balanced combination of conventional and modern
techniques, ensuring that pupils benefit from controlled learning while simultaneously
developing
independence
and
critical
thinking
skills.
Future study should concentrate on building teacher training programs, increasing access to
digital resources, and designing flexible curricular structures that allow for the progressive
adoption of current teaching practices. Addressing these difficulties allows educational
institutions to improve the learning experience and better prepare students for real-world
problem solving and lifelong learning.
Reference:
1. Akhmedova, M. (2025). Enhancing English reading skills: Evidence-based strategies for
listening. Global Munosabatlar Nazariyasi: Yoshlarning Taraqqiyot G’oyalari, 1(2), 201-205.
2. Akhmedova, M. (2025). Specific features of teaching academic essay writing. Global
Munosabatlar Nazariyasi: Yoshlarning Taraqqiyot G’oyalari, 1(2), 197-200.
3. Celce-Murcia, M. (2010). Teaching pronunciation: A course book and reference guide.
Cambridge University Press.
4. Harmer, J. (2007). The practice of English language teaching (4th ed.). Pearson Education.
5. Nation, P. (2013). Learning vocabulary in another language (2nd ed.). Cambridge University
Press.
6. Piaget, J. (1952). The origins of intelligence in children. Norton.
7. Stevick, E. W. (1980). Teaching languages: A way and ways. Newbury House.
Volume 4, issue 2, 2025
144
8. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes.
Harvard University Press.
9. Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd
ed.). Cambridge University Press.
10. Brown, H. D. (2007). Principles of language learning and teaching (5th ed.). Pearson
Education.
11. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University
Press.
12. Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod.
Routledge.
