Abstract
Bhutanese teachers received training on transformative pedagogy to heighten the quality of teaching methods. However, given the paucity of the study, little is known about the implication of transformative pedagogy. Therefore, exploratory study was carried out to ascertain the implication of transformative pedagogy in Bhutanese classroom teaching. Twenty teachers (N=20) took part in face to face interviews. The data was analysed based on the framework of manifest content analysis advocated by Bengtsson (2016). Findings suggest that transformative pedagogy has the positive implication to Bhutanese classroom teaching. Findings also show that the practice of transformative pedagogy is limited by curricular design, classroom structure, and the notion of teacher being the source of all knowledge. The suitability issue of transformative pedagogy in the context of curricular design, classroom structures, and the affinity towards traditional teaching methods are discussed.
Highlights
IntroductionMany Bhutanese bandied that there is no competency in Bhutanese high school going children to meet the needs of the 21st century (Pedey, 2008; Sherab & Dorji, 2013, Tamang, 2008)
Quality of education was one of the issues echoed in the Bhutanese society
The study ascertained the implication of transformative pedagogy in Bhutanese classroom teaching under four themes: Strenght, weakness, opportunity and threat
Summary
Many Bhutanese bandied that there is no competency in Bhutanese high school going children to meet the needs of the 21st century (Pedey, 2008; Sherab & Dorji, 2013, Tamang, 2008) On this score, Bhutanese in the circle of education argued that the quality of education is a complex domain that cannot be inferred based on reading, writing, and speaking competency (Johnson, Childs, Ramchandran & Tenzin, 2008; Tamang, 2008). The training was founded upon the premise to help teachers critically reflect on their current practices and update methods to better engage the students (MoE, 2016; ―Not Vessel‖, 2016; Royal Education Council [REC], 2016a; Samdrup, 2016). The experiences and skills obtained by teachers through training was intended in heralding an interactive and robust classroom climate to help students to adapt or adopt any situations (MoE, 2016)
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