Exploring Primary Science Teachers’ Teaching Practices in the Classroom: A Case of Pema Gatshel District
Phuntsho Dorji
*
Paro Collage of Education, Royal University of Bhutan, Paro, Bhutan.
*Author to whom correspondence should be addressed.
Abstract
Like cells are the building blocks of life on earth, classrooms are the fundamental units of education system. The kind of classroom learning environment shaped, significantly influences learners’ learning, both academic and personal development. More importantly, many studies have verified that teachers’ teaching practices in the classroom immensely affects students’ achievement. Although there has been drastic change in education system, the transformation of teachers’ teaching practices in the classroom is arguable. So, this research study is primarily conducted to examine current classroom teaching practices of Bhutanese primary science teachers of Pema Gatshel district.
In this study, Convergent Parallel Mixed Methods Design was employed. A total of 36 primary science teachers who are currently teaching primary science (IV-VI) and 51 upper primary students participated in the study. The study findings revealed that primary science teachers have good understanding about science and how it works. However, they are less encouraged to embrace modern teaching strategies and approaches due to laboratory and technology facilities in the school. The mentoring system and subject related PD programs in school also accounted to driving force of their motivation level.
Keywords: Classroom learning environment, teaching-learning strategies, effective teaching practices, technology in the classroom