Journal of Pedagogical Sociology and Psychology
The implication of transformative pedagogy in classroom teaching: A case of Bhutan
Karma Dorji 1 * , Pema Tshering 2, Tempa Wangchuk 3, Sherab Jatsho 4
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1 Royal Education Council, Bhutan
2 Rangjung Central School, Bhutan
3 Nangkor Central School, Bhutan
4 Yangchen Gatshel Middle Secondary School, Bhutan
* Corresponding Author
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ARTICLE INFO

Journal of Pedagogical Sociology and Psychology, 2020 - Volume 2 Issue 2, pp. 59-68
https://doi.org/10.33902/JPSP.2020262924

Article Type: Research Article

Published Online: 29 Aug 2020

Views: 3599 | Downloads: 2864

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.
KEYWORDS
Bhutanese education transformative pedagogy adult learning transformative learning exploratory study
In-text citation: (Dorji et al., 2020)
Reference: Dorji, K., Tshering, P., Wangchuk, T., & Jatsho, S. (2020). The implication of transformative pedagogy in classroom teaching: A case of Bhutan. Journal of Pedagogical Sociology and Psychology, 2(2), 59-68. https://doi.org/10.33902/JPSP.2020262924
In-text citation: (1), (2), (3), etc.
Reference: Dorji K, Tshering P, Wangchuk T, Jatsho S. The implication of transformative pedagogy in classroom teaching: A case of Bhutan. Journal of Pedagogical Sociology and Psychology. 2020;2(2), 59-68. https://doi.org/10.33902/JPSP.2020262924
In-text citation: (1), (2), (3), etc.
Reference: Dorji K, Tshering P, Wangchuk T, Jatsho S. The implication of transformative pedagogy in classroom teaching: A case of Bhutan. Journal of Pedagogical Sociology and Psychology. 2020;2(2):59-68. https://doi.org/10.33902/JPSP.2020262924
In-text citation: (Dorji et al., 2020)
Reference: Dorji, Karma, Pema Tshering, Tempa Wangchuk, and Sherab Jatsho. "The implication of transformative pedagogy in classroom teaching: A case of Bhutan". Journal of Pedagogical Sociology and Psychology 2020 2 no. 2 (2020): 59-68. https://doi.org/10.33902/JPSP.2020262924
In-text citation: (Dorji et al., 2020)
Reference: Dorji, K., Tshering, P., Wangchuk, T., and Jatsho, S. (2020). The implication of transformative pedagogy in classroom teaching: A case of Bhutan. Journal of Pedagogical Sociology and Psychology, 2(2), pp. 59-68. https://doi.org/10.33902/JPSP.2020262924
In-text citation: (Dorji et al., 2020)
Reference: Dorji, Karma et al. "The implication of transformative pedagogy in classroom teaching: A case of Bhutan". Journal of Pedagogical Sociology and Psychology, vol. 2, no. 2, 2020, pp. 59-68. https://doi.org/10.33902/JPSP.2020262924
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