This study explores the effect of gender and grade level on learning resistance among D.El.Ed. students. The sample comprised of 92 students of D.El.Ed. course from two colleges of Lucknow. Learning resistance was assessed with the help of Learning Resistance Inventory (LRI) of K. S. Misra. 2x2 ANOVA was used to analyze the data. The findings revealed that male students exhibit more learning resistance than female students, students of D.El.Ed. I and III semesters do not differ from one another on learning resistance, and the effect of interaction between gender and semester is not significant. Remedial measures for reducing learning resistance have been suggested.

The diachronic research in the teachings of the French for Specific Purpose (FOS) remains little exploited. Yet it offers an angle of reflection which revealed extremely rich perspectives, it was not only related to the evolution of the FOS with the conjunctures of the global political and economic situation, but it also reflected the evolution of teaching mode transforming gradually from ‘teacher-centred’ to ‘learner-centred’.  The parameters used to categorise various French learners were examined and some difficulties in defining these learners were drawn out in the analysis. This research was searching a way to answer the question on how learning FOS evolved and it aimed to define useful pedagogical elements to guide the teaching of FOS. 

This study is undertaken with a view to assess the influence of Gender, management, locality, methodology they taught and experience on the job satisfaction of teacher educators. A   tool developed by “Sam cartwright Adrian wells” is adopted and the same is tested    for its suitability and thus localized tool is administered to the teacher educators by using random sampling technic. 60 teacher educators have come into the sample. Government, Urban working teacher educators have higher level of job satisfaction. Gender, methodology and experience of teacher educators did n’t influence the job satisfaction of the Teacher educators.

This article describes the ability of mathematical creative thinking and scaffolding process of pre-service teachers according to the learning styles. The research design used qualitative triangulation. The subject was 50 first year students of Elementary School Pre-service Teacher in Satya Wacana Christian University who were taking Basic Mathematics Concept course. Research data was taken through tests and interviews. The result of this study indicates that the subjects have different creative thinking abilities which were seen from their learning styles. Two aspects of them that were still low were flexibility and originality. The lack of love of mathematics was one of the reasons why mathematical creative thinking ability was still low. Scaffolding according to the subject's learning styles could improve the ability of mathematical creative thinking. The technique and duration of the scaffolding process depend on the learning styles and the subject's ability to follow the scaffolding process. The scaffolding process should be done according to the subject's response and needs according to their learning styles. Although they have different learning styles, scaffolding process can be done successfully with the use of media, either in the form of props and simulation drawings.