Contextualized Pedagogical Strategies for Marginalized Primary School Students in Bangladesh: Examining the Role of Teachers in Enhancing Learning Outcomes.

Education

This qualitative research paper explores the ways in which teachers frame pedagogical approaches to marginalized primary school students in Bangladesh and the effects of these pedagogical approaches on student learning outcomes. The study was carried out in four government primary schools within Sreemongol and Borlekha upazilas of the Moulvibazar district and it included 20 students (Grades 4 and 5), four head teachers and eight assistant teachers. The data was gathered by using classroom observations, semi-structured interviews and focus group discussions. The results demonstrate that instructors proactively change the teaching methods to accommodate the local language, cultural examples, and adaptable instruction. Such accommodation contributes greatly to the student involvement, understanding, and involvement. Nevertheless, the systemic barriers like inflexible curriculum, lack of training and availability of resources are impeding successful implementation. By highlighting the importance of teacher agency in the process of policy-practice gap, the study adds to the rapidly expanding body of research in inclusive and contextualized pedagogy. It suggests specific professional growth, curriculum adaptation, and policy changes to make the context-responsive teaching practices institutional in Bangladesh.

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