The implication of transformative pedagogy in classroom teaching: A case of Bhutan

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.