📄 Abstract
The rapid transformation of teacher education requires teacher educators to adopt innovative, learner-centred and visually oriented pedagogical strategies that promote meaningful learning, creativity, critical thinking and effective organization of knowledge. Mind mapping is one such strategy that enables learners to organize concepts, identify relationships, generate ideas and represent knowledge through a visual structure. Existing research provides evidence that mind-map-based instruction can positively influence cognitive learning outcomes in comparison with traditional instruction. A meta-analysis of 21 studies reported a more positive influence of mind-map-based instruction on students' cognitive learning outcomes than traditional instruction, with the effectiveness varying according to educational level and subject matter. The present study investigated the attitude and aptitude of teacher educators towards mind map-based strategies in teacher education under Gulbarga University Kalaburagi. A descriptive survey method was employed with a sample of 100 teacher educators, comprising 50 males and 50 females, selected from teacher education institutions in the study area. Data were collected using an Attitude Scale and an Aptitude Measure related to mind map-based strategies. Independent-samples t-test, one-way ANOVA and Pearson's product-moment correlation were used for data analysis. The findings indicated that there was no significant difference in attitude or aptitude with respect to gender, teaching experience or academic qualification. However, a small but statistically significant positive relationship was found between attitude and aptitude (r = 0.274, p = 0.006). The findings suggest that teacher educators' professional and demographic characteristics did not significantly differentiate their attitude or aptitude, whereas greater aptitude was associated with a more favourable attitude towards mind map-based strategies. The study highlights the need for systematic professional development, practical exposure and institutional support for integrating mind mapping into teacher education.
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📚 How to Cite:
Ambika Mahadev , Dr.Venkoba Narayanappa , ATTITUDE AND APTITUDE OF TEACHER EDUCATORS TOWARDS MIND MAP-BASED STRATEGIES IN TEACHER EDUCATION INSTITUTIONS , Volume 11 , Issue 10, October 2026, EPRA International Journal of Research & Development (IJRD) , Pages: 1 - 10 , DOI: https://doi.org/10.36713/epra31697