TVET Trainers understanding of Engaging Instruction: the Learning Challenge

Abstract

The purpose of this study is to explore TVET trainers’ understanding of engaging instruction. Participants’ engagement in the process of training is always a challenging task for trainers. The challenge increases when the practice is executed in the TVET sector, which questions the traditional instructional delivery practices commonly practiced in general education. One of the realities of teaching is that most teachers lack the knowledge of engaging instructional strategies and rely on traditional instructional devices or other factors. This research identifies the trainer’s understanding of engaging instruction under three main themes: learning challenges, active learning, and the trainer’s perceptions. Purposive sampling was used to collect data from 21 TVET trainers currently engaged in different TVET institutes in Lahore, Pakistan. The qualitative data analysis technique is applied as a data collection strategy to explore views, opinions, practices, challenges, preferences, and lived experiences of TVET trainers for engaging instruction during their training activities. The data analysis revealed that most trainers believe participant engagement and activity-based learning are the critical factors for effective instructional engagement. In addition, it has been concluded that training participants require a conducive training environment for enriching their learning experiences. The findings have been discussed from various perspectives, and some suggestions based on results have been put forward, including a further focus on delivery strategies and online training improvement.