Teacher learning in changing professional contexts: Bhutanese teacher educators and the Educating for GNH initiative

Gyamtso, Deki C.; Sherab, Kezang; Maxwell, Thomas W

doi:10.1080/2331186x.2017.1384637

Cited by 10 publications

(11 citation statements)

References 22 publications

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“…The study makes some important theoretical advances in the teacher education system. Firstly, this study confirms the findings of earlier study by Gyamtso et al [16] that the teacher educator's ability to role model GNH values to their students and their ability to infuse GNH values in their teaching is relatively high. Secondly, this study provides an insight into how GNH education is being incorporated by the CoEs in its academic and co-curricular activities for other colleges under RUB to model.…”

Section: Discussionsupporting

confidence: 90%

“…It should be done with right measures and right attitude. Similarly, the earlier study by [16] revealed that the lecturer's perception on the challenges in implementing GNH education at the CoEs was relatively high (M=3.86; SD=0.47). This is attributed lack of required knowledge by teacher educators, lack of skills and strategies in explicitly infusing GNH values and principles.…”

Section: Challenges In the Colleges Of Education In Implementing Gnh Educationsupporting

confidence: 51%

“…Further, role modelling by the lecturer's in their lessons were evident even in the lessons observed. For instance, role modelling consistent with GNH education was exhibited through practices, such as the tutors showing respect for the students, allowing students to interact willingly in the group work, showing patience while explaining difficult concepts, and respecting student's views [16]. These attributes will have a strong positive implication as these teachers are more likely to replicate such teaching approaches to their own practices in the schools later.…”

Section: Teacher Educator's Knowledge Of Gnh Educationmentioning

confidence: 99%

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Gross National Happiness Education in the Colleges of Education, Bhutan: Perception, Culture, Impact and Challenges

Rinchen¹,

Kinley²

2020

dtssehs

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This study was situated in the two teacher education colleges of the Royal University of Bhutan. It examined whether the teacher education system and policies are in congruence with the Gross National Happiness (GNH) education. It is envisaged that education embodied with GNH values will not only act as an agent of change but also ensure that the country's education system embodies and reflects GNH values and principles. The study employed mixed method approach. The participants for the survey consisted of 62 lecturers from the two colleges of education namely Samtse College of Education [SCE] and Paro College of Education [PCE] (SCE-32 & PCE-30). The sample was representative of the population (n=120) and so was other variables such as teaching subjects, age, experience and qualification as more than 50% of the population responded to the survey. To garner qualitative data thirteen lecturers (PCE-7 & 6-SCE) were interviewed and lessons of eight lecturers (SCE-5 & PCE-3) teaching Bachelor of Education (B.Ed) and Postgraduate Diploma in Education (PgDE) students were observed. Results revealed that lecturers in general have a positive perception of GNH education in the colleges of education as it aids the colleges in inculcating moral and cultural values and care for the environment in the future teachers (heart), the modules both professional and core modules including pedagogy and assessment offered at the colleges of education are laden with GNH values (Head), and GNH education is also built into co-curricular activities (Hand). However, the lecturers have mixed reactions on whether GNH education should be made compulsory programme in the colleges of education.

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Section: Discussionsupporting

confidence: 90%

Section: Challenges In the Colleges Of Education In Implementing Gnh Educationsupporting

confidence: 51%

Section: Teacher Educator's Knowledge Of Gnh Educationmentioning

confidence: 99%

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Gross National Happiness Education in the Colleges of Education, Bhutan: Perception, Culture, Impact and Challenges

Rinchen¹,

Kinley²

2020

dtssehs

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“…Beginning in the 1960's with limited local capacity, first efforts to modernize Bhutan's educational system were largely reliant on resources and teaching staff from India (Denman & Namgyel, 2008;Gyamtso et al, 2017). As a result of this foreign dependence, teacher-centered approaches characteristic of the Anglo-Indian school systems steadily became the norm in Bhutanese classrooms (Gyamtso et al, 2017;Gyamtso & Maxwell, 2012). While enabling progress in the way of modernizing education, this reliance on outside curriculum was soon recognized as problematic for the achievement of long-term and sustainable educational reform.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Place-Based Education: A Case Study in a Primary School at Talhogang, Bhutan

Kuenzang¹,

nbsp²,

Sivitskis³

2021

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This research titled "implementation of place-based education: a case study in a primary school at Talhogang" was conducted with an aim to explore how place-based education (PBE) was implemented in an innovative Bhutanese place-based pilot school. The objectives of the study were to investigate the potential influence of place-based education on students' engagement in learning and further describe the place-based education assessment practices carried out in the school. In addition to identifying the opportunities and challenges teachers face in implementing place-based education, the study also explored the relationship between PBE and Gross National Happiness (GNH), the guiding developmental philosophy of Bhutan. This qualitative study with an exploratory case study by design grounded its foundation on the constructivist worldview. Purposive sampling was used to solicit data from respondents who had experienced the phenomenon under study. The sample consisted of six teachers and eight students. Semi-structured interview, classroom observation and document analysis were employed to gather data from the participants. After the thematic and content analysis, data from these different sources were triangulated to authenticate the validity of the findings. The findings of the study revealed that the local community was used as an extended part of a classroom enabling students to gain hands-on learning experiences. In addition, analysis of the data indicates that the PBE School employed a variety of authentic assessment practices to evaluate the progress of learning. The study also demonstrated that there is a strong synergy between PBE and GNH, particularly intellectual and academic dimensions within the concept of Green School. While the results indicated that the PBE was implemented successfully, several barriers were likewise identified.

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“…In 2010, the Educating for Gross National Happiness policy was introduced into schools. Educating for Gross National Happiness policy shifted an academically-oriented curriculum to happiness as the key goal of education (Gyamtsho, Sherab & Maxwell, 2017). Education is included as one of the nine domains of GNH (GNHC, 2013).…”

Section: Introductionmentioning

confidence: 99%

Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks

Dorji¹

2021

REPAM

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Textbooks are the main source of teaching-learning materials used in primary and secondary schools. This study was carried out in Bhutan to examine if the existing textbooks in primary and secondary schools contain sufficient knowledge and skills in entrepreneurship education. This descriptive study collected 96 textbooks used by students and teachers in classes Pre-Primary (PP) to XII. The reviewers identified descriptions about entrepreneurship if any in the content and the pedagogical aspects. The content included the meaning of entrepreneurship, characteristics, student activity and images on entrepreneurship. The study revealed that entrepreneurship education is not thoroughly integrated into primary and secondary school textbooks. Three (3.1%) out of 96 textbooks contained descriptions about entrepreneurship. The study, therefore, recommends existing textbook contents and images on entrepreneurship education to be improved and experiential learning opportunities be included. Ministry of Education and the Royal Education Council needs to review and revise classes PP-XII existing school textbooks at various levels. Integrate entrepreneurship education-related topics in the existing textbooks of primary and secondary schools based on the current labour market needs. However, Media Information Literacy, Environmental Science, and Agriculture for Food Security textbooks were not analyzed since many schools did not offer these elective subjects due to no or poor ability rating for higher education admission in Bhutan.

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Teacher learning in changing professional contexts: Bhutanese teacher educators and the Educating for GNH initiative

Cited by 10 publications

References 22 publications

Gross National Happiness Education in the Colleges of Education, Bhutan: Perception, Culture, Impact and Challenges

Gross National Happiness Education in the Colleges of Education, Bhutan: Perception, Culture, Impact and Challenges

Implementation of Place-Based Education: A Case Study in a Primary School at Talhogang, Bhutan

Content Analysis of Entrepreneurship Education in Primary and Secondary School Textbooks

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