Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/12992
Title: Strategies for encouraging behavioural and cognitive engagement of pre-service student-teachers in Bhutan: an action research case study
Contributor(s): Sherab, Kezang (author)
Publication Date: 2013
DOI: 10.1080/09650792.2013.789710
Handle Link: https://hdl.handle.net/1959.11/12992
Abstract: This action research enquiry interrogates my own teaching practices in the context of new cultures of pedagogy in Bhutan. Teaching at the tertiary level for the last 11 years, I have realised that student engagement, particularly behavioural and cognitive engagement, has not been satisfactory. This motivated me to undertake an action enquiry to improve my teaching to engage student-teachers more in their own learning. The analysis of baseline survey data collected from a class of 29 final-year Bachelor of Education Primary pre-service student-teachers in a curriculum studies module confirmed three areas of concern about my capacity to encourage student engagement: lack of open communication in my classes, lack of care and concern, and inability to provide active learning opportunities. I implemented intervention strategies in my teaching to address these concerns. Ongoing data about the effectiveness of the intervention strategies were collected through observations of lessons by a critical friend and by maintaining a self-reflective diary. Post-intervention data were gathered using the same questionnaire, through interviews conducted by a critical friend with four randomly selected student-teachers and research diaries. I have noticed measurable improvement in all three areas of concern that facilitated enhancement of both behavioural and cognitive engagements of student-teachers. However, I also realise that there is still room for improvement in the areas of motivating students to change their mindset about activity-based teaching and the need for me to show more interest in their personal and professional problems.
Publication Type: Journal Article
Source of Publication: Educational Action Research, 21(2), p. 164-184
Publisher: Routledge
Place of Publication: United Kingdom
ISSN: 1747-5074
0965-0792
Field of Research (FOR): 130103 Higher Education
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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