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Sustaining Students’ Interest and Engagement in Learning School Science During Interactive Lectures
No full textHow do teachers elicit and sustain students’ interest and engagement in science lessons? This paper answers this question in the context of Bhutan, where students’ performance in science is low compared to other subjects, and where falling levels of interest in science are a concern. Like other countries in the Global South, a large proportion of science lessons are delivered through interactive lectures. Data were generated from observation of 78 grade 6, 8 and 10 science lessons at a Bhutanese middle secondary school, complemented by interviews with 4 students in each grade and their teachers. Teachers’ questioning techniques were key to interactive lectures that students found interesting and engaging. Using Krapp’s Person-Object theory of Interest (POI), questioning practices were analyzed in terms of cognitive challenges, autonomy, cognitive dissonance, and novelty. This paper offers new insights into science pedagogies for contexts where interactive lectures remain common pedagogical practice
Transforming Student Discipline: A Teacher’s Reflective Essay on Moving From Punishment to Compassion in Education
No full textIn this reflective essay, I examine the impact of corporal punishment in Ghanaian schools by drawing on my experiences as both a victim and a former perpetrator of these practices. Through reflecting on the punitive discipline I endured and later enforced, I highlight the detrimental effects on students’ well-being, self-worth, and engagement in learning. Guided by Parker J. Palmer’s (1997, 2015) concept that “we teach who we are,” I point out the need for educators to embody compassion, empathy, and self-awareness. I also advocate for eliminating punitive discipline in favor of nurturing, supportive, and non-violent relationships that consider the broader socioeconomic and personal contexts influencing student behavior. By creating, sustaining, and promoting a caring, inclusive, and empowering school environment, I argue that teachers can address the cycle of fear and humiliation that stifles student engagement and instead create a space where students feel valued and motivated to develop their full potential
About This Issue: From the Editor
No full textThis issue of the Journal of the International Society for Teacher Education (JISTE), titled Fostering Inclusive and Reflective Pedagogies: Advancing Education Through Equity, Collaboration, and Student Engagement, explores innovative and diverse approaches to teacher education by reflecting on the intersection of identity, collaboration, student motivation, and inclusive pedagogies across global contexts. Featuring case studies, research, and reflective essays from Bhutan, Ghana, Canada, and the United States, the articles address key topics such as equitable disciplinary practices, the inclusion of neurodiverse learners, and interdisciplinary collaboration between educators and support staff. Emphasizing the importance of culturally responsive teaching, professional development, and reflective practice, this issue highlights how these approaches foster student engagement and enhance educational outcomes. By examining how varied national contexts respond to the challenges and opportunities in contemporary education, this issue provides valuable insights for educators, researchers, and policymakers
An Introduction to Self-Concept Theory: How self-perception shapes behavior
No full textInvitational Theory is rooted in three theoretical foundations, the perceptual tradition, self-concept theory, and a democratic ethos (Purkey, Novak, and Fretz, 2020). This essay focuses on the second of these foundations, Self-Concept Theory. Self-Concept Theory provides a theoretical foundation for understanding the nature and impact of each individual’s most fundamental perception, the perception of self, or their self- concept.In this essay the author seeks to re-introduce the Invitational community to this important theoretical foundation, which could profoundly and positively impact the enacting and application of invitational theory. All human behavior is fundamentally shaped by how the individual perceives themselves. The author begins by providing an overview of self-concept theory, exploring some of the central tenets and implications. The author then reviews the history of the development of the theory, followed by a summary of some of the theory’s foundational elements. The essay concludes with an exploration of several potential implications and applications for the Invitational community
Photographs, transformed
No full textInspired by the commemorative practice of photographer FLORE, nine young artists transform photographs into new images, using hand-colouring or collage
Developing a Conceptual Framework to Study Primary Education in Bhutan
No full textPrimary education plays a critical role in any country’s education system, and it is essential to review its effectiveness periodically. To draw accurate conclusions from the review, it is crucial to develop a framework that will effectually and efficiently guide educators and others in comprehending the complexities of primary education and aid in devising practical strategies to improve its quality. This article describes the process of designing a comprehensive framework for reviewing primary education in Bhutan. The authors aim to help other teacher educators and their partners devise frameworks to improve education programs in their areas
Before it is Too Late! An Insight into Dispositions of the Intervention Specialist Candidates on Inclusion
No full textAs schools become more inclusive, and with existing teacher shortages, teacher dispositions play a significant role in enhancing the education of students with disabilities (SWDs) in inclusive settings. University programs play an important role in preparing pre-service special education teachers not only with the knowledge and skills needed to work with SWDs but also the dispositions to work in inclusive settings. This study explores the dispositions of teacher candidates enrolled in the Bachelor of Science program (Intervention Specialist Mild to Moderate K-12 in a Mid-Western Public Research University) towards inclusion after a semester of Special Education coursework taken during their second or third years in the Teacher Preparation Program
La parole, une parenthèse quotidienne au profit de l’individu dans Cher connard de Virginie Despentes
No full textVirginie Despentes is the recipient of the 2010 Renaudot prize for her novel Apocalypse Bébé. Her most recent work, Cher connard (2022), top the sales charts for several weeks, and is praised by literary critics. This epistolary novel destabilizes and deconstructs patriarchy and the condition of women in France. It helps us better understand the abuse of power. Anchored in its time, it questions the daily relationship of three characters: Rebecca, Oscar and Zoé.Récipiendaire du prix Renaudot en 2010 pour son roman Apocalypse bébé, Virginie Despentes voit son dernier ouvrage, Cher connard (2022), caracoler en tête des ventes pendant plusieurs semaines, et être encensé par la critique littéraire. Ce roman épistolaire déstabilise et déconstruit le patriarcat et la condition de la femme et France, et nous aide à mieux comprendre les abus de pouvoir. Ancré dans son époque, il interroge le rapport au quotidien de trois personnages : Rebecca, Oscar et Zoé. Les deux premiers négocient le virage de la cinquantaine en renonçant à leurs dépendances et en découvrant les bienfaits du dialogue. Zoé, féministe influente sur les réseaux sociaux, y témoigne sa volonté de participer à la définition d’un espace refuge pour des femmes. Cet article propose de montrer comment ces « contre-espaces » (Foucault) offrent à ces personnages un refuge au service d’un bien-être indispensable à leur équilibre et à un meilleur rapport aux autres et au monde. Elle promet aussi de montrer que cette représentation positive de l’espace quotidien au profit de l’individu, au sein de nos sociétés modernes où les lieux de résistance sont mis à mal et dans laquelle la routine est dévalorisée, continue d’inscrire l’écriture de Despentes dans une nécessaire démarche subversive
