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

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.

Becoming an Effective Classroom Manager: Preservice Teachers’ Perceptions of their Classroom Management Education and Self-Efficacy Beliefs

“…When children are out on the playground, they play as teams, which helps them develop strong collaboration skills and hone their skills as sportsmen. The same cannot be said about the classroom unless it is not something the students enjoy; they will be compelled to attend class and not be there based on their own will (Pirzada, Muhammad, & Ahmed, 2021;Pirzada, Muhammad, & Masood, 2021;Pirzada, Muhammad, & Zaka, 2021).…”