Strategies for Encouraging Behavioural and Cognitive Engagement of Pre-service Student-Teachers in Bhutan: An Action Research Case Study

From Section:
Preservice Teachers
May. 29, 2013

Source: Educational Action Research, Volume 21, Issue 2, 2013, pages 164-184.

This action research enquiry interrogates the author's own teaching practices in the context of new cultures of pedagogy in Bhutan.

Twenty nine final-year Bachelor of Education Primary pre-service student-teachers in a curriculum studies module answered the survey.

The results confirmed three areas of concern about the author's capacity to encourage student engagement: lack of open communication in my classes, lack of care and concern, and inability to provide active learning opportunities.
The author implemented intervention strategies in teaching to address these concerns.

The findings revealed measurable improvement in all three areas of concern that facilitated enhancement of both behavioural and cognitive engagements of student-teachers.
However, the author 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.

Updated: Nov. 26, 2019
Action learning | Action research | Classroom communication | Intervention | Preservice teachers | Student engagement