Changes in Secondary Teachers’ Attitudes as an Impact of Gender and Inclusive Pedagogies: A Cross-Country Analysis Between Bangladesh and Bhutan (75952)

Session Information: Professional Training, Development & Concerns in Education
Session Chair: Shu-Shing Lee

Thursday, 23 November 2023 15:10
Session: Session 4
Room: Room 704
Presentation Type: Oral Presentation

All presentation times are UTC + 9 (Asia/Tokyo)

Over the past decade, borrowing concepts of inclusive pedagogy for changing teachers’ attitudes towards diverse learners has widely been practiced across the world. However, borrowed inclusive pedagogies have been criticised consistently by a body of research due to various limitations including lack of strategies or effort for contextualization. Hence, considerations of country-specific dynamics, and design and experimentations of various inclusive pedagogies have been critical in various nations. This study is part of a large-scale investigation attempting to measure the impact of a co-designed teacher professional development package, ‘Gender and Inclusive Pedagogy (GIP)’ on students' participation and learning achievement at secondary level in Bangladesh, Nepal, Bhutan, Vietnam and Timor-Leste. A four tiered GIP intervention has been implemented in 70 secondary schools for one academic year across the aforesaid five countries. An experimental design comprising both experimental and control groups was utilized to define the changes occurred in teachers core variables-e.g. attitudes, efficacy beliefs, behavioural intention and practice. This particular paper focuses on the changes that occurred in teachers’ attitudes after completion of the GIP intervention in 20 schools in Bangladesh and 10 schools in Bhutan. Data were collected using Teacher Attitudes towards Inclusion Scale (TAIS) developed by Sharma et al. (2020) during baseline and endline phases. Both descriptive and inferential statistics have been utilized to analyse the data. Findings of the study analysing both baseline and endline data revealed that teachers’ attitudes have improved significantly because of the GIP intervention in both countries.

Authors:
Sonam Wangmo, Samtse College of Education, Bhutan
Saiful Malak, University of Dhaka, Bangladesh
Tashi Tashi, Samtse College of Education, Bhutan
Kuenzang Gyeltshen, Samtse College of Education, Bhutan
Ramesh Chhetri, Samtse College of Education, Bhutan
Kezang Wangmo, Samtse College of Education, Bhutan


About the Presenter(s)
Ms Sonam Wangmo is a University Professor/Principal Lecturer at Samtse College of Education in Bhutan

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Posted by Clive Staples Lewis

Last updated: 2023-02-23 23:45:00