The Australian Association for Research in Education 2022 Conference

Description

Presentation title:
Reimagining pedagogical approaches to foster student engagement

Abstract:
Student engagement is currently a topical aspect of teaching and learning in these complex and uncertain times, due to its influence on students’ learning experiences and outcomes. The literature delineates student engagement as a malleable construct, involving a student’s behaviours, emotions and cognitions, all of which are influenced by the learning context, and more specifically, by the teacher. Indeed, teachers are pivotal in fostering engagement in the classroom and their pedagogical decisions can significantly impact on a student’s engagement.

The aim of this ethically approved (ECN-17-238) research was to investigate secondary teachers’ understandings of student engagement in relation to its three dimensions (behavioural, emotional and cognitive engagement), and how these understandings align with actual teaching practice. The mixed methods study collected data from secondary teachers using an online questionnaire (n = 223), and classroom observations and interviews (n = 8).

Study findings indicated that teachers define student engagement, and describe an engaged student, in different ways. It was also found that some teachers hold views about student engagement that do not align with their practice. Additionally, the engagement strategies that teachers implement in the classroom, or feel they can implement, may be influenced by the socio-economic context of a school. In relation to this, a negative correlation was found to exist between the importance teachers place on strategies that support cognitive and behavioural engagement and the Index of Community Socio-Economic Advantage (ICSEA) value of their school. It was also found that teachers considered students’ behavioural or emotional or cognitive engagement as a precursor, or catalyst, to other dimensions of engagement. These findings support the view that both context and conceptual clarity may play a key role in teachers’ prioritisation and implementation of strategies to foster engagement in their classrooms.

These findings contribute new insights to existing research prompting a reimagining of effective approaches to support student engagement in the classroom. Through this research, an innovative pedagogically-centred model that aligns with the tri-dimensional framework of student engagement is also presented. This model aims to support teachers’ pedagogical approaches to improve engagement for all students in the classroom, in order to address emerging challenges and increasing socio-economic inequality in education. Further research will interrogate the efficacy of the model in developing teachers’ understandings and implementation of effective pedagogies that support students’ behavioural, emotional and cognitive engagement in the classroom.

Period	27 Nov 2022 → 1 Dec 2022
Event type	Conference
Location	Adelaide, Australia, South AustraliaShow on map