Implementation of Teaching Skills and Strategies in the Schools: A study of graduates of a teacher education program

Choeda Choeda, Kinley Kinley

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Abstract

‘Teaching Skills’ and ‘Teaching Strategies’ are two core (professional) modules offered at the two colleges of education in Bhutan to develop pedagogical knowledge and skills of student teachers. However, a tracer study (in press) done by Samtse College of Education [SCE] revealed teacher graduates’ (1) confusion over the two concepts, ‘teaching skill’ and ‘teaching strategy’ and (2) the lack of confidence in integrating the two in their daily teaching activities. Therefore, this study was carried out to find out the graduates’ understanding of the concepts and implementation of ‘Teaching Skills’ and ‘Teaching Strategies’ in the classroom. Further, it was aimed to find lapses, inappropriateness and irrelevancies in the two professional modules in which pedagogical concepts and skills were taught. Survey questionnaire, interview and participant observation were used to gather data to find out the use of teaching skills and strategies in the schools. Teacher graduates, both male and female having working experience of three years and above, teaching in Middle Secondary and Higher Secondary Schools, were selected as the participants in the study. Samples were drawn from the different parts of the country covering seventeen Dzongkhags. The study revealed adequate understanding of the concepts of professional modules. However, teachers were found to be grappling with the extra responsibilities affecting their planning to integrate skills and strategies into their teaching.
Key words: Teaching skills, Teaching strategies, Microteaching
OriginalsprogEngelsk
TidsskriftBhutan Journal of Research and Development
Vol/bind2
Udgave nummer1
Sider (fra-til)53-63
Antal sider10
ISSN2072-9065
StatusUdgivet - 2013

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