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Engaging instructions in history classrooms exploring university teachers perceptions and practices

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Engaging Instructions in History Classrooms: Exploring University Teachers' Perceptions and Practices

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Abstract

This interview study aimed to explore the perceptions and practices of the university teachers regarding student engagement in History & Pakistan Studies classrooms. Data were collected from four PhD professors from a public sector university. A qualitative research design was used, and semi-structured interviews were conducted. Thematic analysis was done to extract findings from the qualitative data. The finding is arranged into three themes, i.e., student engagement, instructional strategies, and classroom management. The finding suggested that teachers use different strategies and practices to improve student engagement. Moreover, teachers used different practices to make their classes interesting. It is reported that having a cordial teacher-student relationship is beneficial for enhancing student engagement level and overall performance at the postgraduate level of education. Effective classroom management plays a significant role in creating a positive learning environment for engaging instruction.

Authors

1-Gouhar Pirzada
MPhil Scholar, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.

2-Yaar Muhammad
Assistant Professor, Department of Education, University of Management and Technology, Lahore, Punjab, Pakistan.

3-Saba Zaka
District Trainer, Department of Literacy and Non-Formal Basic Education, Gujranwala, Punjab, Pakistan.

Keywords

Classroom Management, Instructional Strategies, Students Engagement, Higher Education, Engaging Instructions, University Teachers

DOI Number

10.31703/gssr.2021(VI-III).05

DOI Link

http://dx.doi.org/10.31703/gssr.2021(VI-III).05

Page Nos

38-48

Volume & Issue

VI - III

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Published: 09 2021

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