Implementation of Transformative Pedagogy in English Classes of Secondary Schools Under Samtse Dzongkhag and Thimphu Thromde
DOI:
https://doi.org/10.17102/rabsel.26.11.260304Keywords:
Transformative pedagogy, implementation, English teachers, secondary schools, opportunities, challengesAbstract
This study investigated the status of the implementation of transformative pedagogy in English classes at secondary schools under Samtse Dzongkhag and Thimphu Thromde. In alignment with the interpretivist worldview and qualitative approach, the data for the study were collected through one-on-one interviews with English teachers, focus group discussions with students, and classroom observations from six secondary schools in Samtse Dzongkhag and Thimphu Thromde. Thematic analysis was employed to analyse the data. The findings suggested that transformative pedagogy strategies are useful and effective, and were extensively used following the 2016 workshop. However, the study revealed that implementation of these strategies gradually declined due to challenges such as inadequate understanding of the strategies, difficulty in negotiating the strategies with the syllabus coverage, and lack of follow-up and monitoring. The study recommends that the Ministry of Education and Skills Development provide ongoing training on transformative pedagogy and collaborate with Colleges of Education to integrate these strategies into pre-service teacher education
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