"Moments of Truth"

Researching Pre-Service Teacher Education

“Moments of Truth”

National Institute of Education, Paro National Institute of Education, Samtse Royal University of Bhutan

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Baseline Survey published by Helvetas-Bhutan in cooperation with the National Institute of Education, Paro, and the National Institute of Education, Samtse – Royal University of Bhutan. The NIEs acknowledge the efforts of Els Heijnen – project advisor of STEP – who took the initiative to compile the data and draft this report. December 2005, Paro First published by © Helvetas - National Institute of Education (Paro and Samtse) - Royal University of Bhutan

Although published by Helvetas and the National Institutes of Education - Royal University of Bhutan - the views expressed in this report are entirely those of the researchers and author and do not necessary represent the policies and views of Helvetas or the Royal Government of Bhutan/Ministry of Education. Any discussion of the content should therefore be addressed to the researchers and author. All rights reserved. No reproduction, copy or transmission of the publication may be made without written permission, except under the terms set out below.

This publication is copyrighted, but may be reproduced without fee or prior permission for education purpose only

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Researching Pre-Service Teacher Education “Moments of Truth”

Report on the Baseline Survey Conducted under the “Support for Teacher Education Project” (STEP) Component II, Output 1 – 2004/2005

National Institute of Education, Paro National Institute of Education, Samtse Royal University of Bhutan

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Acknowledgements

The STEP team has depended on the collaborative endeavors of a large number of people and the cooperation of teacher educators, NIE directors, student teachers, head-teachers, associate teachers (ATs), District Education Officers (DEOs) and others. We extend our heart-felt gratitude to all these actors. In particular the STEP team owes its deepest appreciation to the efforts, insights, skills, and persistence of a special group of teacher educators at both NIEs who sacrificed their leisure time to make this survey possible.

The huge amount of data collected and the hard work put in with goodwill is a testimony of the commitment of those involved in this baseline survey.

We would like to make a special mention of Deki Gyamtso and Nandu Giri at NIE Samtse, and Phintsho Choeden (now at RUB), Dr. Jagar Dorji (now at Sherubtse College), Rinchen Dorji, Kezang Sherab, Ugyen Wangchuk, Tashi Wangmo, and Phuntsho Dolma at NIE Paro for their unprecedented contribution to the completion of the survey.

Special thanks are also extended to Doris Edelmann and Rolf Gollob of PHZH in Zurich (Switzerland) who especially supported in the final analysis of this survey.

Singye Namgyel Els Heijnen Project Manager STEP Project Advisor STEP

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Foreword I am very happy to see the final result of the baseline survey, which among others provides major qualitative insights into the four phases of the pre-service teacher education programme. I have no doubts that this study will further be referred to by both the National Institutes of Education when developing future strategies. Further it would be advisable to conduct similar studies in the future. Each study, like a snapshot would allow comparing or measuring the progress achieved between two snapshots. There is no questioning the fact that good teachers are a pivotal factor in the final aspiration for quality education for all Bhutanese children. This was the spirit in which the Support for Teacher Education Project (STEP) was formulated between the Government of Bhutan and the Government of Switzerland. STEP continues to be a challenging and yet, an exemplary case of the mutual cooperation between two countries striving to make an impact on the significant goal of quality education through quality teachers. I wish to congratulate the team of people whose assiduous work has resulted in this report. And as I near the end of my assignment as the Resident Coordinator of the Helvetas/SDC Coordination Office in Bhutan, I would also like to express my best wishes to the two National Institutes of Education, the Ministry of Education and the Royal University of Bhutan for continued development and success in the sector of education. I would also like to wish my successor, Mr. Werner Külling, as much, if not more, pleasure as I have had collaborating with all of you. Let me conclude with a citation that best illustrates the laudable challenge the National Institutes of Education have taken upon themselves in progressing towards quality education for all Bhutanese children: “If a child can’t learn the way we teach, maybe we should teach the way it learns”. Tashi Delek!

Erwin König Resident Coordinator

Helvetas Bhutan Swiss Association for International Cooperation Coordination Office, P.O. Box 157, Thimphu, Bhutan Telephone: (00975) 2 322870 / 323209 / 327103; Fax: (00975) 2 323210 email:[email protected]; http://www.helvetas.org.bt

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Abbreviations AP Apprenticeship AT Associate Teacher B.Ed. Bachelor of Education CAPSD Curriculum and Professional Support Division CERD Centre for Educational Research and Development CFA Continuous Formative Assessment CFS Child Friendly School DEO District Education Officer DSE Department of School Education EFA Education For All EMSSD Education Monitoring & Support Services Division FYP Five Year Plan GER Gross Enrolment Rate ICT Information Communication Technology LSS Lower Secondary School MDGs Millennium Development Goals MOE Ministry of Education MSS Middle Secondary School NER Net Enrolment Rate NIE National Institute of Education PA Project advisor PHZH Pädagogische Hochschule Zürich (University of

Zurich / Applied Sciences) PM Project manager PPD Policy Planning Division RUB Royal University of Bhutan RGOB Royal Government of Bhutan SDC Swiss Agency for Development and Cooperation SEP Second Education Project STEP Support for Teacher Education Project TEB Teacher Education Board TDD Teacher Development Division TP Teaching Practice UPE Universal Primary Education WCE World Conference on Education YGC Youth Guidance & Counselling

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Table of Contents

Acknowledgements iv Foreword v Abbreviations vi Table of contents vii Executive review ix Chapter 1: Introduction 1 1.1 Background and context 1 1.2 Support for Teacher Education Project (STEP) 3 1.3 Baseline survey: rationale and objectives 4 Chapter 2: A theoretical reflection 6 2.1 Approaches to teacher education 6 2.2 The purpose of education 7 2.3 Quality education is primarily quality teaching 8 2.4 The need for reflective practice 11 2.5 Implications for teacher education in Bhutan 13 Chapter 3: Methodology and design 15 3.1 Apprenticeship 15 3.2 NIE-based teacher education 16 3.3 Teaching Practice 16 3.4 Induction of newly graduated teachers 16 3.5 Head-teachers, associate teachers, DEOs 16

Chapter 4: Findings 17 4.1 Apprenticeship 17 4.2 NIE-based teacher education 22 4.3 Teaching Practice (TP) 23 4.4 Induction of newly graduated teachers 26 4.5 Head-teachers, associate teachers, DEOs 30

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Chapter 5: Discussion and Interpretation 31 5.1 Apprenticeship 31 5.2 NIE-based teacher education 32 5.3 Teaching Practice (TP) 35 5.4 Induction of newly graduated teachers 38 5.5 Head-teachers, associate teachers, DEOs 39

Chapter 6: Recommendations and next steps 40 6.1 Apprenticeship 40 6.2 NIE-based teacher education 41 6.3 Teaching Practice (TP) 41 6.4 Induction of newly graduated teachers 42 6.5 Head-teachers, associate teachers, DEOs 43 6.6 Next steps 44 Chapter 7: Concluding remarks 45 References and further reading 47 Annex: Sample questionnaires 50

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Executive summary Quality pre-service teacher education has been at the forefront of education development in many countries, including Bhutan. The Support for Teacher Education Project (STEP), technically and financially supported by Helvetas-SDC, has incorporated such quality aspects into the overall development of the two National Institutes of Education (NIE) with the ultimate goal to transform these institutes into “centres of excellence where teacher educators provide quality teaching-learning services to their students and to the teachers in Bhutan, making them proficient in imparting relevant skills, knowledge and attitudes (including in new areas of youth guidance and counselling and ICT in education) to the youth in Bhutan to offer them better choice possibilities for shaping their future lives” (STEP Project Document – October 2003).

This baseline survey is an integral part of STEP and provides an indicative analysis of the present pre-service teacher education situation in its four separate, but interrelated phases:

1. Apprenticeship 2. NIE-based teacher education 3. Teaching practice (TP), and 4. Induction phase of newly graduated teachers

Teacher educators from both NIEs have been involved in this survey, and though the results should be analyzed with some caution, the overall outcomes from both NIEs have proven to be highly comparable. Identified strengths and weaknesses as well as recommendations for improved practices in teacher education have been very similar in both NIEs, which may compensate for some of the methodological weaknesses. Interpretations have been made carefully, based on the realization that answers may at times have been influenced by respondents’ misunderstanding of questions or statements, or by researchers’ own perspectives.

A reflection on teacher education in general provides the theoretical context in Chapter 2, and highlights how questions about the nature of teacher education and teaching are closely connected to considerations about the purpose of education. Professional standards, developed in various countries, may help to decide on quality and effectiveness of teacher education, but will at the same time limit teacher development to measurable and rather static standards, while the world and teaching-learning environments constantly change. Educators in the 21st century must be able to tackle the challenges of designing and implementing curricula that are sufficiently flexible to encompass the speed of production of new knowledge, while also respecting and addressing the diversity of learners in each society, and engaging with the cultural influences of new and changing technologies. It also requires educators to consider diversity from a social justice perspective, where the adoption of the principle of equity is based on the belief that difference is normal and indeed enriching in educational environments.

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The divide between teaching and learning is disappearing as teachers and teacher educators must also be continuously involved in the process of generating and accessing new knowledge, while facilitating the development of such skills in their students.

Teacher educators should broaden the thinking of student-teachers the same ways as teachers need to do such in their pupils, which implies continuous reflection and questioning on reasons why certain curricula, pedagogical methods, classroom arrangements, and learning objectives have been chosen. It also implies reminding teacher educators and future teachers that students are whole persons – not mere collections of attributes, some to be addressed in one place and others to be addressed elsewhere, and that test scores may not be an adequate indicator of quality education!

What is needed in teachers and teacher educators is the professional ability to become ‘reflective practitioners’. This means that knowledge of teaching involves enquiry into problems of practice as the basis for reasoning and decision making which is grounded in both theoretical and practical knowledge. If teachers investigate the impact of their teaching on different students, they will come to understand that teaching is an inherently non-routine behaviour!

Such a realization has serious implications for teacher education development, implementation and evaluation. Though the idea of ‘reflective practice’ is not new, it is not a widespread characteristic of the education community and most education environments do not function as places of change, research and innovation. Indeed, they are more often resistant to change!

The traditional approaches to teacher education tend to assume that knowledge is at the centre of the educational endeavour and that the most important task of teachers is to pass on knowledge to learners – knowledge as a commodity, which is transferable. However, knowledge may have to be understood more broadly. For example, knowledge is socially situated and must also be understood in relation to factors such as culture and equity. This has implications for the pedagogical role and tasks of teachers, and therefore for teacher education programs.

When teachers and teacher educators talk about their responsibilities, they tend to focus on professional accountability only – developing students’ knowledge of subject matter, equipping students with skills to academically succeed and pass exams. Focusing attention mainly on these technical aspects of teaching ignores the overarching moral principles that must guide the work of teachers and teacher educators. It may be time to look more carefully at the concept of pedagogy and values-based teaching and what teachers and teacher educators role-model.

Most teacher education programs assume that well-trained graduates will automatically act as critical knowledge users in whatever educational setting. Research on pre-service teacher education and newly graduated teachers indicates that the opposite may be more true. Rather than functioning as ‘reflective practitioners’, beginning teachers are very quickly socialized by their new workplace and within a short time they are engaged in reproducing dominant traditions and practices.

To transform teacher education into enquiry-based practice the artificial division between pre-service teacher training and practicing teachers needs to be broken down. Change is

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not the responsibility of just the teacher education institutes – it should emerge from a partnership across the education profession. ‘A pedagogy of enquiry’ must model what this implies for teacher educators, student-teachers, practicing teachers and other education professionals, which will benefit all. Schools benefit by receiving assistance in addressing real issues and problems facing them. Practicing teachers benefit by having the opportunity to undertake professional development activities. Pre-service student-teachers benefit by having the opportunity to develop enquiry and teaching skills in real rather than simulated situations, and through exposure to a pedagogy which really unites theory and practice. And teacher educators benefit by having the opportunity to conduct collaborative school-based research into important issues of practitioners.

This baseline survey report provides a synthesis of the many observations, highlighting emerging priorities for teacher education development in Bhutan that resonate across both National Institutes of Education (NIEs). A more detailed discussion and interpretation can be found in the main text of the report. The survey was undertaken from early September till late October 2004 with the aim to collect perspectives of different key stakeholders on the quality and effectiveness of pre-service teacher education.

NIE Samtse used mainly random sampling to collect data and analyze the situation of the different teacher education phases, while NIE Paro sent out large numbers of questionnaires and also undertook a more in-depth study of the apprenticeship phase. The return rate of questionnaires has been very high, as is reported in Chapter 4 “Methodology and Design”. The broad analysis of the survey outcomes offers a critical picture on strengths and weaknesses, obstacles, challenges and opportunities in teacher education as it is planned, implemented and monitored at the time of the survey. Already in 2005 some of the recommendations have been taken on board to initiate and facilitate developments for quality improvements.

The survey has highlighted some of the advantages and disadvantages of the apprenticeship system. Though the majority of respondents state that apprenticeship is a meaningful and enriching learning experience, and that in general they feel appreciated by students, teachers, parents and community, most of them also find themselves ill-prepared for the technical and pedagogical responsibilities of a teacher.

The induction course has generally been rated as useful, but short and as such, apprentice teacher are to be considered untrained and unqualified teachers. While this is the case, apprentice teachers are expected to take up full responsibilities that are not different from fully trained teachers with often inadequate personal and professional support or supervision. Mentorship during apprenticeship is a serious issue. Interestingly, respondents state that the best support received during apprenticeship comes from head-teachers, colleagues and pupils rather than from appointed mentor teachers.

Though the lack of teachers in rural and remote schools may be problematic, the educational implications of children having untrained teachers for relatively long periods and possibly more than once must not be underestimated.

Apprentice teachers state that due to lack of training they can only teach from the book and therefore mainly use undifferentiated large group lecturing most of the time. Furthermore, as a result of insufficient knowledge and skills, they are unable to use

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effective classroom management techniques and often feel forced to use physical punishment and other forms of coercive discipline to control their students. In that regard, also NIE teacher educators highlight the difficult task of having to re-train apprentice teachers who have persistently used teaching-learning methods that are pedagogically and didactically inappropriate.

When starting the NIE-based teacher education, apprentice teachers bring with them valuable practical teaching experiences, which the NIEs may not consciously use to create better links between theory and practice. It is not clear from the baseline survey whether there is a good balance between theory and practice at the NIEs. However, a majority of respondents state that the NIE program is overloaded in content and teacher educators and student-teachers seem to teach and learn to pass exams.

It also remains unclear in how far NIE teacher educators use different teaching-learning methods and are enthusiastic teachers themselves, practicing what they preach. Respondents have been rather vague in their answers relating to the qualities of their own lecturers as role-models.

Also the NIE-based teacher education is considered an enriching experience while student-teachers feel increasingly confident in subject knowledge and teaching skills. However, all respondents state that the link between the NIE curriculum and the school curriculum needs to be improved and that there is a need to spend more time on micro-teaching and child-psychology!

Interestingly, special education has been identified as an important area where student-teachers feel they need more knowledge and skills. This could be interpreted as a need to learn more about responding to learning diversity – including children with learning difficulties, with various impairments and those with a mother language that is different from the medium of instruction.

Compared to apprenticeship, which tends to take place especially in rural and remote schools, teaching practice (TP) often takes place at lower secondary schools (LSS). There seems to be no set rule regarding what TP students should teach and at what level. Still, there may be a need to look more carefully at what they teach and whether that links with what they have been trained for. Just replacing teachers or taking responsibility for a subject where the school lacks a subject teacher may in the end be counterproductive, both for the TP student and for his or her students.

In general teaching practice is experienced as a more enjoyable learning period than apprenticeship. The comparison, respondents make between apprenticeship and teaching practice highlights many of the opportunities and challenges in both phases. TP students feel much better equipped as teachers and are able to use a variety of teaching-learning methods, including improved classroom management techniques compared to apprentice teachers. However, it is rather worrying that TP students claim that many senior teachers still use physical punishment as a way to “discipline” students. In addition, verbal punishment seems to be accepted by many - senior and new teachers alike – which include scolding, insulting and using sarcasm.

Monitoring the level of learning of students during TP continues to be done in a rather traditional manner by asking questions, checking home-work and conducting class-tests.

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Following and supporting the learning process through Continuous Formative Assessment (CFA) has not been mentioned once.

TP respondents especially highlight the need for good interactive and social skills to be able to work with different students and support their learning, and to better connect with other teachers, parents and community members. The Teaching Skills Handbook is often used, but maybe too much as a ‘recipe book’. The question may have to be asked how flexible and creative TP students (and teachers in general) are to be able to address ever-changing classroom situations in a pedagogically and didactically sound manner.

Newly graduated teachers, reflecting on their teacher education identify as most beneficial the modules on “teaching skills and strategies”, “understanding the learner” and their TP period. At the same time they feel that – in addition to content knowledge – they need to learn more through on-going professional development in those areas. How new teachers are supported during their induction period differs per school, but all new teachers are still using the Teaching Skills Handbook regularly. Respondents generally agree on characteristics of good teachers, good classrooms and good schools, highlighting qualities such as competence, fairness, inclusiveness, participation, high academic achievement, adequate resources and good interpersonal relations. Respondents though do not agree on the statement that in good classrooms “cooperation is more important than competition and grading” or that a good school “promotes democratic leadership”.

Feedback from associate teachers (ATs), similar to that of student-teachers, indicate that lack of time for classroom observation and support and supervision is an issue. They also highlight that apprentice teachers have difficulties in the area of classroom management. In general there is a need for better communication between apprentice teachers, schools, MOE and NIEs during apprenticeship. The link between schools and the NIEs is much better during teaching practice than during apprenticeship, and associate teachers have more confidence in the abilities of TP students.

Though opinions vary regarding the skills of newly graduated teachers, e.g. in dealing with students’ problems and teaching the school curriculum, in general there is a feeling that new graduates still need a lot of support and supervision. Some schools provide mentoring, most though expect that graduated teachers must be proficient in classroom teaching-learning operations.

Linking the theoretical concept of quality teacher education with the actual baseline survey has resulted in discussions at different levels to consider changes in the teacher education system. Proposals have been made to do away with the apprenticeship as it is now and add one full year to the professional B.Ed. teacher education degree – now under the administrative responsibility of the Royal University of Bhutan (RUB) - and make the 3rd year into a full internship or teaching practice year. This would allow for better trained student-teachers practicing their knowledge and skills in the schools, including those with a shortage of teachers where support and supervision is difficult. Such an adjustment would benefit students, schools, NIEs and the education system as a whole.

As part of the STEP project and the institutional analysis made in 2004, discussions have also started to re-look at NIE entry criteria, which are now based on academic results

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(12th grade pass), but may also have to reflect aptitude and interest. Similar discussions should focus on reconsidering NIE graduation criteria and increase those to a standard that is comparable to other, similar teacher education colleges and universities abroad.

In both NIEs this baseline survey has been considered as very useful and at times an eye-opener. Such an elaborate study on pre-service teacher education has not been undertaken before in Bhutan. It has resulted in important recommendations – recorded in Chapter 6 - ranging from the need for improved support and supervision during apprenticeship and teaching practice, better links between the NIE curriculum and the school curriculum, more focus on practicing and internalizing of participatory teaching-learning methodology, improved understanding of and responding to learning diversity, including the use of Continuous Formative Assessment (CFA) and developing skills and procedures for reflective practice, both at the NIE and the school level.

If the pre-service teacher education is indeed to have significant impact on the quality of schools where NIE graduates are deployed, the partnership between NIEs and schools should not stop at the deployment of newly graduated teachers. The NIEs should continue to be involved in professional development of practicing teachers and whole school development if new teachers are to be enabled to practice what they have learned and not fall back into the trap of traditional lecturing and exam driven teaching and learning.

The NIE curriculum and modules are now being reviewed and restructured under the Royal University of Bhutan (RUB). At the same time quality issues that are integral to professional teaching degrees such as pedagogical and didactic competencies - in general and subject specific - may have to get a more prominent place in the NIE pre-service teacher education program. Furthermore, the STEP project has followed up with a prioritized focus on interactive teaching-learning approaches based on constructivism and human pedagogy, on action research and reflective practice, while professional development and its monitoring may be further developed through Professional Teaching Portfolios.

Whether all recommendations are feasible or desirable is necessarily a question for the NIEs, MOE and RUB to address. It may be that changes proposed in this Baseline Survey report are more likely to enhance the quality of education in general and teacher education in particular. The teacher education system in Bhutan is ‘not broken but needs fixing’. If teacher educators are to be quality educators, if Education for All (EFA) and Millennium Development Goals (MDG) targets are to be realized, and if new approaches to learning and teaching which have developmental significance are to be adopted, then all options should be discussed and considered to be able to make a real difference to the next generation of learners and teachers in Bhutan.

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Chapter 1: Introduction

1.1 Background and context [1] The modern education system in Bhutan was established in the 1960s with the launching of the country’s first five-year socio-economic development plan (1st FYP). Despite its brief history, the education sector has made significant progress mainly due to the fact that the Royal Government of Bhutan (RGOB) considers education as a key element of development.

Six strategic education objectives have been formulated in RGOB’s “Vision 2020”: (1) To expand basic education to the entire population by 2010; (2) To improve the quality and relevance of education to address wholesome

development of the child; (3) To develop a highly motivated and competent teaching cadre; (4) To take advantage of new educational innovations and technologies; (5) To develop private schools; and (6) To establish a National University.

The priority of further developing the education sector has been stressed again in the current 9th FYP (2003-2007) with ambitious targets at all levels of education. For such an expansion to happen the availability of well-qualified teachers is a critical pre-condition.

Teacher education in Bhutan is provided by two National Institutes of Education (NIEs), in Samtse and in Paro, both offering professional Bachelor of Education (B.Ed.) degrees for primary and secondary education. In addition, NIE Samtse offers a Post Graduate Certificate in Education (PGCE). Both institutes also deliver in-service courses. NIE Paro offers a Master Degree of Education in administration (part-time), a Bachelor Degree of Education in Dzongkha (distance education/mixed mode) and a Diploma in Management and Leadership (part-time). NIE Samtse offers a Bachelor of Education degree through distance education (mixed mode).

The pre-service B.Ed. is a three-year program (nearly four years if apprenticeship is included) comprising of the following six areas of study:

1. Professional Development Studies I 2. Professional Development Studies II 3. Personal Development Studies 4. Subjects of specialization 5. School Experience (Teaching Practice and Apprenticeship) 6. Co-curricular Activities

The program starts with an apprenticeship period of about 8 months during which the selected student-teachers are placed in different schools. Only on successful completion of this phase are students allowed to join the teacher education institute.

[1] Ref. STEP Project Document

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Apprenticeship has been introduced to meet the shortage of teachers and respond to the pressure on the institutes while increasing the number of students and the duration of pre-service training. Apprenticeship is also intended to provide initial teaching experiences to high school graduates before joining the NIE. Grade 12 graduates, interested in becoming a teacher, can apply. When selected, a short but intensive induction course of 10 days follows and students are sent to different schools throughout Bhutan. The induction course includes basic teaching skills, a teacher’s Code of Conduct and basic child psychology.

As such the apprenticeship aims at: *Allowing students opting for a teaching career to test their aptitude and try out whether they are suitable for such a career.

*Experiencing real teaching before joining the NIE to be able to better connect practice and theory.

*Familiarizing future teachers with school management and educational policies

The apprenticeship is followed by a NIE-based phase for two and a half years (equivalent to five semesters) where student-teachers study various modules at the institute. Within this period there is another teaching practice phase during the 2nd year. This Teaching Practice (TP) is for a period of about six months (equivalent to one semester) during which student-teachers are posted to various schools to practice the knowledge and skills learnt at the institute and to:

• Develop a linkage between theory and practice, • Continue the familiarizing process with schools and students, and • Develop an in-depth understanding of the teaching skills and strategies in real

classroom situations. Considering the potential impact of teaching practice, the following procedures are in place to make TP as meaningful and effective as possible:

• The institute communicates with the various schools to explore facilities available for the most conducive environment for effective teaching practice.

• Each student-teacher is attached to a mentor (Associate Teacher) at the school of placement.

• Criteria are in place for head-teachers to facilitate the selection of the most capable and effective teachers to become Associate Teachers (AT).

• Every school also has a Focal Teacher (FT) in place, whose main responsibility is to coordinate the teaching practice in the school and keep in contact with the NIE.

• Not more than four student-teachers are placed in one school. • The NIEs conduct training sessions of about three to five days for Associate

Teachers (ATs) to support them in their mentorship roles. Different feedback and monitoring formats are used during TP to be able to assess the student-teacher and the teaching practice period in general. The four types of forms used during teaching practice are:

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General Observation form (form 0) to observe an individual student-teacher’s lesson in order to identify problem(s) regarding specific skill(s)

Specific Skill forms (forms 1 to 15) to assess in-depth practice of special skills Assessment of Teaching form for overall grading and marking of lessons. This

form is required to be used at least once a month by the Associate Teacher Student-teacher’s Profile during teaching practice (Confidential) which helps to

reflect on overall behaviour and performance of a student during his or her teaching practice

The fourth and last phase of pre-service teacher education is the induction period of newly graduated teachers. The NIEs keep track of their graduates and provide support, if necessary, at least for the first year of their appointment as new teachers.

The pre-service teacher education at the two NIEs aims at producing adequate teachers both in quantity and quality, while adjusting to changing needs and continuing to learn and develop professionally.

One of the major challenges the education sector is faced with at the moment is the shortage of sufficient and competent teachers. In 1999, the average teacher-student ratio stood at 1:38. Currently, there are around 4’000 teachers deployed – 30% recruited from India or inadequately trained apprentice teachers. The demand will increase to around 6’000 teachers in 2007. Not less important is the quality gap. Half the teachers in the field must be considered as insufficiently qualified, lacking pedagogical and didactical skills as well as subject matter knowledge (especially in languages, science and mathematics). This has a serious impact on the overall instructional quality and may even have led to a regression of students’ performance and learning achievement (Ref. STEP Project Document).

It is clear that if “Vision 2020”, EFA and the MDGs related to education are to be achieved, quantity and quality of teachers is going to be crucial. Simple expansion of existing programs will be no solution if improvements in efficiency and effectiveness are not tackled at the same time.

1.2 The Support for Teacher Education Project (STEP) The Support for Teacher Education Project (STEP) – following up on the Second Education Project (SEP) - focuses on raising standards of teaching and learning at the NIEs. The NIE infrastructure expansion project runs parallel with STEP to also enable the institutes to increase their intake of new student-teachers.

Within the framework of the 9th Five Year Plan (FYP), STEP supports the improvement of teachers’ pre-service education by:

• Enhancing the quality and effectiveness of teacher training; • Impacting significantly on the quality of schools where NIE-trained teachers will

be deployed; • Introducing information and communication technologies (ICT) as a new area in

teacher education;

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• Introducing youth guidance and counseling (YGC) as a new teacher education component which is especially relevant for the transition from school to employment;

• Strengthening managerial structures and procedures enabling the NIEs to develop jointly into ‘learning organizations’.

The STEP project encompasses five components, of which the first two especially relate to this baseline survey:

Component I: Enhancing teacher educators’ professional qualifications; Component II: Improving the quality of primary and secondary teacher education; Component III: Developing ICT in teacher education; Component IV: Developing YGC in teacher education; Component V: Developing the NIEs into centres of excellence in teacher

education. STEP components I and II focus on improved professional skills of teacher educators and its impact on the education provided to student-teachers as well as on the quality of curricula and teaching-learning methodology. One of the activities identified as necessary to be able to bring about change and improvements is this Baseline Survey to assess the present quality and effectiveness of the different phases of teacher education and the coherence and interlink of knowledge and skills learnt and practiced during the different phases, while also assessing the needs of student-teachers and schools during (1) apprenticeship, (2) NIE-based training, (3) teaching practice, and (4) induction as newly qualified teachers.

1.3 Baseline survey: rationale and objectives From early September till late October 2004 the baseline survey was undertaken. This report synthesizes its findings. It is focused on insights from different key stakeholders ranging from student-teachers, head teachers, associate teachers to District Education Officers (DEO) and NIE lecturers.

The broad analysis of the outcomes offers critical observations highlighting some emerging priorities for teacher education and development in the context of Bhutan. The analysis has also resulted in a number of important recommendations. As the survey was undertaken at the end of 2004, but analyzed and compiled in 2005, some of the initiated follow up processes have also been recorded in this report.

Observations by and discussions with teacher educators, TP supervisors, head-teachers and student-teachers revealed the need for this survey. For example concern was voiced about the relatively poor communication skills of student-teachers enrolled in the NIE and about the potentially negative educational impact of untrained apprentice teachers on school children. Concern was also voiced regarding the mismatch between theory and practice in the NIE-based programmes and NIE lecturers mainly using very traditional teaching and assessment techniques. Furthermore, the concept of teaching practice (TP) may still not be well understood in some schools and therefore student-teachers may not receive adequate mentoring. In addition quite a number of associate teachers (ATs) are

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newly inducted and have therefore not received training or support to become good mentors for student-teachers.

However, before improvements can be made, it was felt that the present situation should be properly reviewed and analyzed, taking into account school and NIE realities.

The objectives of this baseline survey can be summarized as:

[1] To review and analyze the effectiveness of the pre-service teacher education during the following phases: 1. Apprenticeship, 2. NIE-based training, 3. Teaching Practice (TP) and 4. Induction of new teacher graduates.

[2] To review and analyze the coherence and sustainability of teaching practices learnt and experienced at different phases of teacher education,

[3] To review and analyze the usefulness of the pre-service teacher education curriculum.

The outcomes of the baseline survey are to be used for quality improvements in teacher education while establishing better links between the different phases of theory and practice. As such this should also contribute to the growth of the institutes in their aspirations to become ‘learning organizations’.

This report is divided into different sections. The Executive Summary is followed by an introductory chapter - Chapter 1 – which provides a wider picture of the present education situation in Bhutan and of the National Institutes of Education (NIE) in particular. It explains the aims of the different phases of pre-service education and the role the Support for Teacher Education Project (STEP) is to play to further enhance the quality and effectiveness of teacher education. In addition, the rationale and objectives of the Baseline Survey are elaborated on. Chapter 2 provides a theoretical reflection of what teacher education is about and how distinctions are to be made between different philosophies and approaches, while linking this to the overall purpose of education. It explains how quality education primarily is quality teaching and how a “pedagogy of enquiry” needs to be in place to develop reflective practitioners at all levels of education, but especially in teachers and teacher educators. Chapter 3 describes the Methodologies used for the Baseline Survey, followed by the Findings in Chapter 4. A further interpretation and discussion of the findings follows in Chapter 5, while Chapter 6 lists the major recommendations and proposed next steps. The report ends with concluding remarks in Chapter 7, references for further reading and an annex showing two samples of questionnaires used.

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Chapter 2: A theoretical reflection

2.1 Approaches to teacher education [2]

Questions about the nature of the work of educators are closely connected to considerations about the purpose of education, and in that regard questions may have to be asked such as “What are the connections between present life realities of learners and the school curriculum and therefore the teacher education curriculum?” and “How do teacher education institutes prepare student-teachers to become effective teachers for different learners in a changing world?” In general there are three prominent approaches to teacher education:

(1) Basic knowledge and skills approach, (2) Skilled artisan approach, and (3) Professional competency standards approach. The basic knowledge and skills approach constructs teachers as teaching technicians whose task is to inculcate a rather narrow core of knowledge and only assess what can be measured, while neglecting the problem-posing and problem-solving aspects that are an integral part of being a professional.

The skilled artisan approach constructs teaching as a skilled practical activity that can best be learned ‘on the job’. This model assumes that the best way to improve the quality of teaching is to place novice teachers alongside long-time classroom practitioners to learn practical classroom skills. This goes well beyond the typical teaching practice approach, and is conceptually different from programs that use educational institutes as sites for theorizing about practice.

The professional competency standards approach identifies the knowledge, skills and attitudes, that ‘good’ teachers should have and defines those as competency standards. This approach at least represents an attempt by educators to establish a system of external accountability based on professional self-regulation, while the competency standards are much broader and more professional than those of the basic knowledge and skills approach.

Many countries have developed professional standards for teachers. However, using pre-specified standards as the organizing principle for education programmers, may not meet the demands of being a teacher in the 21st century. Such standards offer many ideas for planning and teaching, and can be used as powerful teaching resources, but should not be considered as the only and absolute philosophy or purpose of education in present day circumstances where teachers need to work across traditional educational boundaries. Furthermore, lists of standards tend to remain the same rather than being dynamic and changing as circumstances do, which is at odds with the changes in the world of today.

World-wide there is a serious demand for more teachers, and especially more professional teachers. Professionalism has different, but equally important dimensions, [2] Adapted from: “Rethinking Policy and Practice in Teacher Education” A. Reid / M. O’Donogue, University of South Australia

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such as knowledge, practice or values, which are interdependent and overlapping. Professional knowledge of the subjects to be taught is only one dimension, but often over-rated in discussions about education quality and learning achievements.

In addition, and may be even more critical, well-trained teachers have a detailed understanding of how children and young people of different age groups learn and their role as a teacher in facilitating that learning. Effective teachers know, understand and take into account the diverse social, cultural and “special” learning-needs background of their students and the influences these have on teaching and learning.

Another dimension – professional practice – includes how teachers communicate with their students and use a variety of teaching strategies to respond to different learning needs and styles. In that regard teachers should also be aware of their child protection and welfare role.

Professional values are reflected in teachers’ Codes of Conduct. However, values have to be internalized, lived and role-modelled, rather than taught and memorized. Teachers and teacher educators need to uphold high professional ethics with regard to their own conduct and that of others.

2.2 The purpose of education Given the scale of social, political and economic change, it is not surprising that education has moved to the centre stage in many debates of policy- and decision makers. That education is considered a public good benefiting society as a whole has implications for the contents of the school curriculum and for the way learning is facilitated and supported. It therefore also has important implications for teachers and teacher education, especially with regard to curricula flexibility to encompass the speed of production of new knowledge and recognizing and addressing the diversity of learners, while engaging with the cultural influences of new and changing technologies. It especially requires teachers and teacher educators to consider diversity from a social justice perspective, where the adoption of the principle of equity is based on the belief that difference and diversity in education and society is normal and that the response should be a positive differentiation in contents, methodology and assessment.

An overall concern for teachers and teacher educators must be to develop in learners the skills how to learn and how to critically reflect on new information and knowledge to be able to work effectively within contexts of change. In other words, learning must become a dynamic and inter-active process providing greater flexibility in understanding, and the ability to generate new ideas, insights and explanations. Teachers need a wide range of strategies that can be applied flexibly as the context or the learners requires.

Every society has debated the purpose of education. Such debates do not produce final answers that are good for all times and all places, because the aims of education are tied to the nature and ideals of a particular society. However, we should certainly demand more from schools than to educate children to be proficient in reading and mathematics.

Education can and should influence the kind of society we want to develop. Qualities such as morals, values, knowledge of rights, citizenship, tolerance, respect and even happiness have been identified as important objectives of education. Such aims are meant to guide educators’ instructional decisions. They are meant to broaden their thinking – to

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remind them to ask why certain curricula, pedagogical methods, classroom arrangements, and learning objectives have been chosen. They are also meant to remind teachers that students are whole persons – not mere collections of attributes, some to be addressed in one place and others to be addressed elsewhere.

A productive discussion of the purpose of education must acknowledge that schools are established to serve both individuals and the larger society. As such education must meet the needs of (a changing) society and educate children in all their diversity for the responsibilities of adulthood in a democratic society. For that, teachers must ask themselves questions such as: What ways of discipline will best contribute to the development of a responsible person in students? What kinds of peer interactions might help students develop a social conscience? What topics and issues will foster critical thinking?

Life in a democracy requires participation, and children must begin to practice participation in school. Working together in groups can for example furnish such practice, provided that the emphasis is consistently on working together – not on formal group processes or the final grade for a product. Similarly, students can participate in establishing rules that will govern classroom conduct. It is not sufficient, and it may even undermine democracy, to concentrate on producing people who do well on tests and exams and who define success as getting a well-paid job!

2.3 Quality education is primarily quality teaching “I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I have a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or honour, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or dehumanized”.

From: Ginott, H. (1972) “Teacher and Child” pp. 15-16

By 2015, all children should have access to, and successfully complete free and compulsory primary education of good quality (World Conference on Education, Dakar, 2000). Two of the goals from the EFA Conference i.e. to achieve universal primary education (UPE) and to eliminate gender disparity in primary and secondary education, are also part of the eight Millennium Development Goals (MDGs) and education is thereby also identified as an important strategy to eradicate poverty.

Quality education starts with schools and teachers pro-actively seeking out and enrolling children who are not in school. Though there have been improvements in enrolment rates, there are still too many children out of school. There may be a need to focus more on “non-enrolment” as a challenge, than to dwell on “enrolment” as an indicator of success. Children who are not enrolled, those who repeat and those that have dropped out must become a priority interest of education planners and practitioners. It must force planners and practitioners to ask questions about which children are not in school or not achieving

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and why, and what can be done to reduce barriers to access and learning for different children.

Many countries face a shortage of teachers, and more specifically of adequately trained teachers, while the quality of teachers is the single and most influential factor for students’ achievements. Therefore, a country’s ability to attract, educate and retain qualified teachers and to involve teachers in quality education processes such as inclusive Education and Child Friendly School (CFS) development, are crucial factors if a country shall be able to achieve the EFA and Millennium Development Goals.

Many students repeat one or several grades, which in the end may lead to dropping out of school altogether. Repetition of grades is in most cases meaningless, especially as most teachers just repeat the same as what they did the previous year. High repetition rates and poor learning achievements are closely linked to how teachers teach and interact with students!

The class size and student-teacher ratio are two variables most often used to measure potential quality of education, easily forgetting some other, as important variables such as instructional time or budget spending on education, and above all, teacher qualifications and teaching quality.

Quality aspects of education are also reflected in the philosophies of “caring schools” and “wholesome education” or “educating the whole child”. This implies that cognitive development is not the only important development that education should influence and care for. It acknowledges that some aspects are not measurable with tests and exams but are still a critical quality component of education, such as how schools nurture the creative and emotional development of children and how values like cooperation (versus competition), respect for diversity, non-violent conflict resolution, active participation and democracy are role-modelled and lived.

Reflecting on quality education and quality teaching forces us to look at how teachers’ attitudes and methods enhance or impede a child’s ability to learn effectively. In classrooms with a high student-teacher ratio and where undifferentiated large group instruction is the norm, teachers may not detect individual learning needs. Children who do not progress in such situations are easily labelled as non-achievers.

The strongest memories of my schooling are of the teachers who were more concerned with control than creativity and more interested in their subject than their students.

From: Day, C. (2005) “A Passion for Teaching”

Prejudice, negative language use and stereotyping remain critical barriers to children’s optimal learning and development. Teachers and other adults may in that respect not always be the best role models. How for example can we expect children to learn to be tolerant and respectful to others, if adults continue to ridicule certain students? And, how can we expect students to resolve conflicts in non-violent ways, if adults – at home and in schools - continue to use physical punishment on children?

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Much of what happens in schools is based on rote learning, rigidly following the textbooks, and tests and exams that focus on memorized facts, rather than on critical thinking and problem solving skills. This does not challenge the capable and bright students and neither does it support the less advantaged learners.

Many teachers continue to teach a standard curriculum, using standard teaching methods, standard textbooks, and standard exams, however, standard children do not exist! Though there may be a need for standard curricula, teachers must know how to adjust the curriculum in such a way that it becomes relevant and learning-friendly for different children.

“Effective teachers do not teach curricula…they teach children!”

From: “Children, who learn together, learn to live together - Towards Inclusive Education”

Students in a mainstream classroom are not homogenous and they should not be treated as if they were. Quality teachers know this and respond accordingly. Teachers must be trained and supported to ‘be more flexible’ and ‘use active learning methods’ for quality learning outcomes to become a reality. Such participatory methods promote experience-based, hands-on learning, cooperative activities, and attention for children’s emotional needs and different cognitive learning styles. This not only has to be learned during pre-service teacher education, but also has to be role-modelled by teacher educators themselves!

Wholesome and caring education is education that focuses on what students can do and on their potential for further learning rather than on failings and shortcomings. This means that teachers must be able to create learning environments where all students are encouraged and enabled to reach their potential and where all students feel respected and comfortable about who they are and what they can learn.

“International initiatives from the United Nations, UNESCO, World Bank and others add up to a growing consensus that all children have the right to be educated together regardless of their socio-economic background, individual learning needs or other characteristics, and that inclusion makes good educational and social sense.”

From: Inclusive Education on the Agenda – UNESCO/World Bank 1998

Furthermore, assessment must provide a more complete picture of the developing student. Not everything that matters can be measured and not everything that is measurable matters. We need forms of assessment that help us better understand how to nurture the students we teach. And, the social and emotional life of the student needs to be as much a priority as measured academic achievement – perhaps an even greater priority. In fact no test score is an adequate indicator of quality education [3].

[3] Eisner, E. (2005) “Back to Whole” in: Educational Leadership, September 2005

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Effective teachers are aware of the challenge of the broader social contexts in which they teach and believe they can make a difference to the learning and achievement of all their students. They are interested in all their students whatever teaching and/or learning challenges they face and they care about how and what they teach and what to learn more about both, in order to become and remain more than merely competent.

2.4 The need for reflective practice What is needed in teachers and teacher educators is the professional ability to be ‘reflective practitioners’ or ‘enquirers into educational practice’. Such teachers are open-minded and continually ask themselves why they are doing what they are doing. Reflective teachers consciously strive to understand their own teaching and the way it impacts their students, and they make deliberate efforts to see situations from different perspectives. This means that knowledge of teaching involves enquiry into problems of practice as the basis for professional reasoning and decision making which is grounded in both theoretical and practical knowledge. If teachers investigate the impact of their teaching on learning achievement of different students and if they study what others have learned, they will come to understand that teaching is an inherently non-routine behaviour.

Teacher education programs which aim to develop teachers as enquirers into educational practice “envision the professional teacher as one who learns from teaching rather than as one who has finished learning how to teach, and the job of teacher education as developing the capacity to enquire sensitively and systematically into the nature of learning and the effects of teaching. This approach aims to empower teachers with greater understanding of complex situations rather than control them with simplistic formulas for teaching” [4]

Reflective teachers become sensitive to variation and aware of what works for what purposes with what students in what situations. It allows them to become more thoughtful planners and teachers, while adequately responding to the needs of different learners.

Traditional approaches to teacher education tend to assume that knowledge is the centre of educational endeavour and that the most important task of teachers is to pass on knowledge to learners - knowledge as a commodity, which is transferable. However, knowledge may have to be understood more broadly. For example, knowledge is socially situated and must also be understood in relation to factors such as culture and equity, which will have implications for the pedagogical role of teachers, and thus for teacher education programs. Teachers need to become aware of how instructional practices and organizational structures in the school system can create problems for some learners.

This awareness needs to be created and further developed during pre-service teacher education. Such reflective practice is still not very common among practicing teachers - they tend to accept such “problems” as givens of the system. [3] Eisner, E. (2005) “Back to Whole” in: Educational Leadership, September 2005

[4] Darling-Hammond, L. (2000) “How teacher Education Matters” in: Journal of Teacher Education 1(3)

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Reflective “questioning” is particularly important for teachers because teaching is moral undertaking and not simply a set of technical skills for imparting knowledge to waiting students. It involves caring for students and being responsible for their development. Yet the idea of moral responsibility is maybe not sufficiently raised in most teacher education institutes. Rather, when teachers talk about responsibilities, they tend to focus on professional accountability – developing students’ knowledge of subject matter, equipping students with skills to academically succeed and pass exams. Focusing on these technical aspects of teaching ignores the overarching moral principles that must guide the work of teachers. For example, a teacher may be well-trained in reading instruction. What happens though if some students are not learning to read? The teacher may conclude that those students simply lack the ability to read, after testing all of the tools and techniques. However, an opportunity exists here for the teacher to question the assumptions underpinning his/her technical approaches. For example, by examining the poor reading performance from the student’s perspective, the teacher can raise questions with ethical dimensions. Who are the students experiencing difficulties? Are they disproportionately from poor families or families where another mother language? Is the focus of classroom instruction on the “deficits” that they bring to school? What important skills and knowledge do they have? How can instruction relate to the knowledge and skills they bring to school?

Knowledge for teaching especially involves enquiry into practice as the basis for professional judgment and action. Through reflective questioning the teacher can consciously engage the moral dimensions of education connected to his/her relationship with the students and their access to knowledge [5]. Such reflective questioning also relates to attitudes and behaviour of teachers and teacher educators, and the way they interact with students.

Communities, parents and students have a right to expect their schools to be guided by moral principles of justice, fairness of treatment, equity in the distribution of resources and respect for differences.

Teachers make decisions every day with moral implications for the students in their care. They should ask questions such as: How do I divide my time and attention among the students in my classroom? What impact do my instructional grouping practices have within the classroom? Who do I recognize or ignore, encourage or discourage in classroom interactions? What knowledge do I choose to emphasize or to gloss over? Each of these questions is first and foremost an ethical question. Since most teachers answer in educational practices, it follows that our choice of teaching methods and classroom design is also an ethical decision. And it is only through reflection and enquiry that educators can come to understand the impact of their decisions.

Teachers’ actions in the classroom enable or disable children’s learning and development, and how students are graded, grouped and rewarded may place some of them at risk. If educators fail to undertake this kind of inquiry into the moral nature and consequences of their work, their practices remain unquestioned. Even those practices that have devastating consequences for certain students will continue, unquestioned. [5] Adapted from Senge, P. “Schools that Learn” (2000)

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Teachers will continue to believe them to be beyond their control or simply the way education systems and schools operate. Continuous reflection and enquiry into teaching practices holds the key to quality teachers and quality teaching. Teachers must know how to develop in others the abilities to use knowledge critically. But they themselves must also possess those abilities to be used in their own professional practice. It is not sufficient to just access knowledge and transfer it. They must critically reflect on knowledge, addressing specific problems or issues in their work’s context, problem-posing and problem-solving, theorizing, devising strategies and implementing and evaluating these. They must engage in a process of creating new meaning through critical application in new contexts of the knowledge resources they have accessed. This is how reflective teachers and teacher educators work and this is what is meant by NIEs becoming Learning Organizations and centres of excellence in teacher education.

2.5 Implications for teacher education in Bhutan Valuing education as a public good for all and for society as a whole and considering reflective practice and critical learning as the strategic approach, suggests the need for teacher education programs based on the proposition that professional teachers are people who understand and can work (individually and collectively) within contexts of change and diversity effectively. However, most education environments do not function as places of change, research and innovation. Indeed, they are more often resistant to change.

Curricula tend to remain traditional and theoretical, lecturing is the favorite teaching method and exams focusing on memorized knowledge, turn new teachers into technicians rather than professionals. Many teacher education programs also tend to assume that new teachers automatically implement what they have learnt in terms of knowledge, skills and values. Research literature on pre-service and newly graduated teachers indicates the opposite. Despite the best efforts of teachers to be reflective, the weight of institutional inertia tends to reproduce existing culture and practice. As will also this baseline survey reveal, it is very difficult to break established patterns and status-quo, especially for new graduates. Rather than functioning as ‘reflective practitioners’, beginning teachers are very quickly socialized by their workplaces. Soon after graduating as new teachers they are engaged in reproducing dominant traditions and practices. Even university programs have not been very successful in developing and sustaining ‘reflective practice’ in their education faculties. Teacher trainees may undertake an ‘action research’ project, but reflective practice is not mainstreamed and neither role-modeled at most universities [7].

“The innovative and creative teaching practices that student teachers may have developed during their time of pre-service teacher education may be severely dampened by the demands associated with coping as a full-time teacher” [8]

[7] Reid, A., O’Donoghue, M. (2001) Rethinking Policy and Practice in Teacher Education [8] Loughran, J. Brown, J. Doecke, B. (2001) in: Rethinking Policy and Practice in Teacher Education

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To transform teacher education and practice into enquiry-based practice the artificial divisions between teacher education and practicing teachers must be broken down.

Change is not the responsibility of just the teacher training institutes. It should emerge from a partnership across the education profession focusing on on-going mutual self-renewal. ‘A pedagogy of enquiry’ must model what this implies for teacher educators, trainees, practicing teachers and other educational professionals. This would also change teaching practice into a more meaningful experience – merging theory and practice - for student-teachers, schools and for teacher education institutes.

All will benefit from such a partnership to develop pedagogy of enquiry model in teacher education and in schools. Schools will benefit through receiving assistance (from pre-service students and academics) in addressing real issues and problems facing them. Practicing teachers will benefit through having the opportunity to undertake professional development activities. Pre-service student-teachers will benefit through having the opportunity to develop enquiry and teaching skills in real rather than simulated situations and through exposure to a pedagogy, which truly unites theory and practice. And teacher educators will benefit through having the opportunity to conduct collaborative school-based research into important issues of practitioners.

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Chapter 3: Methodology and design

The objective of STEP Component II is to improve the “quality and effectiveness of primary and secondary pre-service teacher training programs, reflecting on knowledge (curriculum), skills (teaching methodologies) and attitudes, while also improving monitoring and strengthening the synergies between the different subjects and phases of teacher education.”

This baseline survey is meant to assess this quality and effectiveness and the coherence between those different phases of theory and practice, while also assessing the needs of student-teachers and schools during (1) apprenticeship, (2) NIE-based training, (3) teaching practice (TP), and (4) the induction phase of newly graduated teachers.

Meetings at both NIEs resulted in a joint approach to developing a survey framework and dividing tasks and responsibilities of designing the questionnaires for different actors and stakeholders, monitoring the responses and undertaking the first broad analysis.

Information was collected mainly through questionnaires as the target groups for this baseline survey are highly scattered geographically, but also because this allows for collection of a large amount of information within a limited time period and budget. It has been realized that a survey like this may not be able to get all the real answers, as for various reasons the responses may not always reflect the actual situation. Student-teachers may for example find it difficult to provide critical feedback on their institute, lecturers, supervisors or associate teachers. Though questionnaires were anonymous, some respondents may have feared possible implications. Some of the questions or statements may also have been misunderstood and therefore misinterpreted. And, certain questions received more than one answer while others remained unanswered.

This has made the interpretation of data difficult at times. Furthermore, as most of the researchers are close to the system under investigation this may also have brought about biases and preconceived notions. On the other hand, the same researchers are well known with the context, which may also have prevented distortion of information. The information sought did as much as possible also relate and link to an earlier phase to be able to assess the synergies between the different teacher education phases.

3.1 Apprenticeship At NIE Samtse information on apprenticeship was collected randomly from 36 apprentice teachers through questionnaires. NIE Paro based its data collection on Mr. Kezang Sherab’s research on apprenticeship, which he undertook for the University of New England (Australia). In this research both qualitative and quantitative methods – i.e. a quantitative survey (questionnaire) and qualitative case studies (in-depth, semi-structured interviews) were used. From Paro, questionnaires were sent to 239 apprentice teachers in the field – 159 from NIE Paro and 80 from NIE Samtse. Of these 239, 222 (93%) were returned. In-depth interviews were conducted with 12 apprentice teachers (6 male and 6 female, 7 from NIE Paro and 5 from NIE Samtse) from different parts of the country and different schools. In-depth information was also collected by interviewing head-teachers, associate teachers and District Education Officers (DEOs).

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3.2 NIE-based teacher education NIE-based training takes place after the apprenticeship (but before teaching practice) and after teaching practice (but before graduation). In Paro a total of 235 student-teachers from all the different years of training (B.Ed I, II, III) volunteered to participate in the baseline survey. However, in the end only 176 responded (75%) and returned the questionnaires. In Samtse sampling was done from the total of 83 final year student-teachers and respondents were selected taking into account a balance in gender and in B.Ed. primary and secondary student-teachers. In the end 39 volunteers filled out the questionnaires.

3.3 Teaching practice (TP) The questionnaires used in Paro and Samtse were not exactly the same – the ones in Paro were a further developed version of the longer questionnaire used in Samtse. Samtse used random sampling for conducting the questionnaire. The sample in Samtse was 37.

In Paro information was asked from student-teachers in B.Ed. 2nd year on their TP in 2004 and from student-teachers in B.Ed. 3rd year in their TP in 2003. A total of 227 questionnaires were filled in and returned. A rich variety of primary and secondary schools, urban and rural and remote (but not always indicated by respondents) participated in the survey.

Information was only collected through questionnaire as a large number of participants were to be covered. Though in-depth interviews would have enriched the data, no fund was available to cover travel costs to visit and interview TP teachers. The high number of response to the questionnaires generated both quantity and quality data.

3.4 Induction of newly graduated teachers From Paro a survey questionnaire was sent to 124 new teachers (2003 graduates). Due to time constraints and other limiting factors, only 29 could respond and return the questionnaires. In Samtse random sampling was done among the 130 graduates (2004), of which 70 were selected. The return rate was nearly 95%.

3.5 Perceptions of head-teachers, associate teachers and DEOs A questionnaire was also sent to all 20 District Education Officers in the country and the heads of school where newly graduated teachers were placed. DEOs and head-teachers or principals were asked for their views on NIE graduates and for suggestions to improve the pre-service teacher education related to the needs of the schools. A total of 59 questionnaires were returned of which 13 from DEOs, 2 from HSS, 5 from MSS, 28 from LSS, 5 from Primary Schools and 6 from Community Schools. A separate questionnaire was developed and sent to associate teachers (ATs) to seek their opinions regarding apprenticeship, teaching practice and newly graduated teachers.

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Chapter 4: Findings

4.1 Apprenticeship Most respondents from NIE Samtse are teaching in rural and remote schools (61%), but some respondents (33%) left this question blank. Kezang Sherab’s research shows similar figures with 63.8% in rural, 27.6% in semi-urban and only 8.6% apprentice teachers in urban schools. Examination of the gender/location distribution indicates a tendency towards placement of males in rural school and females in urban and semi-urban schools.

Apprentice teachers teach classes ranging from PP to grade VII. Subjects taught are either their (secondary school) electives or those without a subject teacher in the school where they are placed. Many apprentice teachers are required to teach in subject areas beyond their competence because of teacher shortage problems.

In general apprentice teachers feel appreciated, while also head-teachers give them credit for their enthusiasm and active participation in co-curricular and other school related activities. A great majority of respondents experienced the apprenticeship as a beneficial period for their personal and professional development.

About 50% of the respondents admit they used punishments like beating and making students stand in a corner, and they also considered it to be effective!

To check their students’ understanding apprentice teachers used class tests, asked questions and did revision. They tried to give extra attention to students with learning problems, also during free periods and some used the students’ mother language to further explain and help them understand new concepts.

Apprentice teachers tried to use the teaching skills learnt during the induction course and used aids like charts and models, however, they all found teaching to be a very challenging job.

Out of 12 apprentice teachers interviewed only 5 had some form of mentoring and even this was not done on a regular basis. Source: Sherab, K. “The Teacher Apprenticeship Program in Bhutan: An Evaluation” (2005)

Becoming a teacher is mostly based on self-motivation, though parents, teachers and friends do influence such decisions. Job fairs do hardly influence this choice.

Apprentice teachers were asked about how true certain statements were for their personal situation. Answers indicate that many apprentice teachers (38%) are satisfied with their choice of career. This percentage was higher in Kezang Sherab’s research compared to the NIE Samtse survey. There is also an important group of apprentice teachers only partially satisfied (27%) followed by 27% saying they felt like giving up at times.

Apprentice teachers seem uncertain about some of the statements in the questionnaire and indicated they were “a bit true” for their situation such as “being confident in class” (50%) or “preferring to work alone” (44%). Many say they feel nervous when speaking

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to authority (52%) and shy in general (68%). Many respondents do not relax after classes (44%) as they still spend a lot of time with students, also during their free time (80%). The majority of apprentice teachers (69%) state that they love teaching and working with children. For 63% it is very true that they work hard to be a good teacher, however, 33% say that this is only a bit true and for nearly 3% not true at all.

The physical and personal environment requires some more attention too. Most apprentice teachers (80%) have difficulties adjusting in the beginning, but most (83%) are in the end happy with their school placement. This still leaves us with nearly 17% not being happy with the apprenticeship placement; 25% are not happy with the accommodation provided, more than 50% claim that the stipend is not adequate, and that it is difficult to get food items (75%). Nearly 70% of the respondents say to be working in schools without electricity, and 56% state that school resources are inadequate.

The community is considered to be helpful by 75% of the respondents however 25% disagree with this statement. The majority states that teaching is the right profession for them, though the reasons why remain unknown.

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Apprenticeship is about professional and personal growth. Over 90% of the apprentice teachers considered the apprenticeship an enriching experience. More than 80% however also said that apprentice teachers should not be given full teaching responsibilities. There is no agreement in the answers provided whether the apprenticeship as a pre-service teacher training period is needed (as it is at present): 33% say no and 66% says yes. In contrast Kezang Sherab’s research claims that almost all those surveyed and interviewed consider the apprenticeship a good program!

Apprentice teachers have (too) many responsibilities. Kezang Sherab’s research reveals that apprentice teachers may have more than 25 periods of independent classroom teaching per week, with sometimes 40 to 50 students in each class. Taking independent classes without guidance and support may have a negative impact on both the apprentice teacher and the children he or she is teaching.

Nearly 95% of the apprentice teachers not only have a full teaching job, they also have other responsibilities such as attending school meetings, looking after sports activities, and sometimes substituting teachers who are absent. This may not go very well with the philosophy of apprenticeship where apprentice teachers are supposed to observe and try out different teaching techniques under supervision of a capable and experienced mentor.

Many apprentice teachers do learn about school management and education policies during their apprenticeship, but the impact of such is not clear.

Responses regarding mentors and supervisors may need to be interpreted with some care, as apprentice teachers may not have felt confident to give negative comments. A number of respondents also left this part blank.

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Mentors/supervisors in general seem reasonably punctual (50%), cooperative (67%), sociable (62%), supportive (62%) and accessible (63%). Of the respondents 25% consider their mentor/supervisor rigid, while 32% state the opposite. 58% consider their mentor/supervisor committed.

Most apprentice teachers say they have a dependable mentor/supervisor (88%) who tries to observe their lessons (66%) and provide them with feedback (85%). Many apprentice teachers also had pre- (59%) and post-conferencing (66%) with their mentors/supervisors. Approximately 20% had no mentor or supervisor at all due to lack of teachers in their practice school.

Time and opportunity for sufficient classroom observations is a challenge, while some mentor-teachers and head-teachers also state that observation and support is difficult with no clear directives on how to do this. It is in general not clear how often support was provided as 59% say they had to remind the mentor teacher to observe their classes, 33% had no classroom observation and 40% and 33% had no pre- or post conferences respectively. About half the apprentice teachers ask fellow apprentice teachers to observe their classes and provide feedback. This however cannot be seen as proper mentoring and support. Apprentice teachers (95%) say they are happy with both positive and negative feedback. This may illustrate how badly they need feedback to know how they are doing.

According to Kezang Sherab’s research, in many cases classroom observation only happened once a month!

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The best support during apprenticeship is not received from mentors/supervisors, but from head-teachers (63%), and experienced colleagues (63%). Support from pupils also scores high (58%), followed by support from other staff in the school (52%). Only after that, mentors/supervisors (49%) are mentioned, followed by fellow apprentice teachers (43%), the community (33%), and NIEs, DEOs and parents at the end with 30%.

Some 83% state that the apprenticeship system would improve if there would be a better link with the NIEs and teacher educators would visit apprentice teachers in the schools. This is also highlighted in Kezang Sherab’s research report.

The duration of the induction program is considered adequate by 63% of the respondents, while 35% consider the course too short. Materials presented during the induction have been proven to be helpful (96%), but the induction is also regarded as rather theoretical (66%). In general, the program scored positive as a good preparation for teaching (74%), with adequate advice (68%) and good methods of presentation (95%). Suggestions for additional topics for the induction program include “more micro teaching”, a “briefing on teaching strategies”, “multi-grade teaching”, “teaching lower classes”, “use of manuals and texts”, “lesson preparation”, “preparing tests” and “more child psychology”.

Nearly one third of apprenticeship respondents said they were not confident in teaching skills covered during the induction program.

Source: Sherab, K. “The Teacher Apprenticeship Program in Bhutan: An Evaluation” 2005

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4.2 NIE-based teacher education There is a great variety in the way student-teachers have responded to this questionnaire. A majority of respondents (68% Paro; 56% Samtse) say they regularly reflect back on their apprenticeship experience while attending the training program at the institute in areas like writing assignments and in classroom discussions. However, 29% (Paro) and 43% (Samtse) are less sure or do not reflect back on apprenticeship.

More than 50% of the respondents at NIE Paro state that prospective student-teachers get an opportunity to talk with and seek advice from NIE-based students about the training program, the apprenticeship and about becoming a teacher in general. Of the respondents from NIE Samtse, 69% say this is not the case and 10% are not sure. This may illustrate the difference in location of both NIEs and how NIE Paro is more easily reached for a visit to the institute.

More than 85% at both NIEs state that they feel increasingly confident in teaching the subjects they are supposed to teach. A majority of student-teachers (84% Paro; 71% Samtse) also express a preference for team teaching and working with other teachers which is a good professional outlook, but has not further been researched. Although teacher educators may disagree, 69% of the student-teachers in Paro and 74% in Samtse say there is a good balance between theory and practice as opposed to 22% (Paro) and 15% (Samtse) responding that they are not sure and around 10% in both NIEs feel there is a poor balance between theory and practice. This may have to be seen in combination with other questions and responses, as student-teachers (66% in both NIEs) are also of the opinion that the NIE teacher education program is overloaded and content heavy. Regarding knowledge of child development and psychology, 73% (Paro) and 43% (Samtse) of the respondents believe they learn enough about these subjects.

Student-teachers do not agree on the teaching methodology used and role-modelled by NIE lecturers. 64% (Paro) and 43% (Samtse) believe that the NIE lecturers use a variety of teaching methods, while the opposite considers this not to be the case. Furthermore, there is uncertainty expressed regarding their lecturers’ enthusiasm and sense of humour. In addition, more than 60% of the respondents are unsure or negative regarding the NIEs asking for, and using feedback from student-teachers.

“Teachers teach the way they have been taught themselves……” Statement made during teaching methodology workshop (August 2005)

One of the objectives of this baseline survey was to find the coherence between the different phases of the teacher education training programs, while also emphasizing the importance of the link between teacher education and school realities. Of the student-teachers 83% (Paro) and 100% (Samtse) say that there is a need for improved links between the teacher education curriculum and the school curriculum.

A majority (75%) of student-teachers also feel there is a need for extra micro-teaching to practice the different teaching skills more effectively. This may contradict the earlier statement that there is a balance between theory and practice!

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Furthermore, more than half of the respondents expressed the need for more professional training in areas such as special education, multi-grade teaching, school management and classroom/behaviour management.

4.3 Teaching Practice (TP) The level of TP placement and subject(s) to teach reflect the special focus of each NIE. More TP students from Samtse teach at higher (secondary) level, especially in mathematics and science, while more TP students from Paro teach at the primary level, especially in English.

Most TP students teach English (80%), followed by mathematics (55%), EVS (48%), social studies (42%), science (37%) and Dzongkha (30%). The majority also teaches more than one subject, sometimes as many as five.

Quotes from TP student-teachers:

“I was given these subjects by my focal teacher” “I taught English because that is my elective” “I taught grade 6 science because I was made to do this” “I taught those subjects because those are my associate teacher’s subjects” “I taught those subjects because the school lacked those subject teachers” (most often mathematics, science or EVS)

Source: Baseline Survey TP Questionnaire

While reflecting back, nearly 85% of the respondents, voice strong opinions about the very different experience of TP compared to apprenticeship:

• TP was more effective as I had more skills and confidence. • During apprenticeship I had lots of problems and no support. • During apprenticeship I was most of the time just lecturing from textbooks. • During TP we got more guidance from the NIEs. • 40% TP respondents said that during their apprenticeship they used physical

punishment as a behavior/classroom management technique.

“It was a difference of heaven and hell”.

Source: Baseline Survey - TP respondent on the difference between TP and apprenticeship

Nearly 55% of the respondents state that it is difficult to have to make and send the required number of detailed lesson plans. Approx. 15% also state that it is difficult to have to focus on so many different teaching skills. In that regard only 31% of TP students experienced and practiced multi-grade teaching. Student-teachers considered handling large numbers of students in small classrooms a challenge, as well as the lack of resources in many schools. A number of TP students complained about the many

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responsibilities (class teacher, housemaster, games in charge, substitution classes) which led to exhaustion and pressure.

Some areas of the questionnaire received mixed answers. Individual respondents stated that senior teachers look down on TP student-teachers; some say they are not happy with associate teachers (ATs) evaluating them; others (15%) complain that the school does not want them to use innovative, interactive teaching-learning methods.

Classroom management remains a challenge - also during teaching practice. Less than 20% of the TP respondents claim that there is no need for physical punishment in schools. They say reinforcing good behavior, conducting classroom discussions and providing advice makes physical punishment not needed. Physical punishment though is still being used by many senior teachers according to TP respondents. Only one single student-teacher stated that classroom rules could be developed together with students, which would create classrooms where there is no need for punishment.

Around 18% of the TP students admit that they use a stick to frighten students to make them behave in the classroom. Some also admit to only “beat a little… no more than 3 strikes”.

TP students say they used other kinds of punishment - no physical punishment. They especially use verbal punishment like scolding, insulting, sarcasm, but also telling students to stand/kneel in a corner, giving detention and extra work such as 100 lines….(e.g. for not having made home-work, for misspelling or mispronouncing a word, or for just being naughty)

The majority of respondents (89%) claims to use positive discipline as a classroom management strategy, this however has not been verified.

Teaching practice is in general seen as an opportunity for further personal and professional development and respondents say:

They like teaching and enjoy the interaction with students, teachers and the community. They learn and better understand the roles and status of a real teacher. They learn to be a responsible, supportive and cooperative teacher. They gain knowledge, especially about their future role. They learn to make and use many teaching aids. They gain confidence and ability in teaching. They like the opportunity to put into practice what they learnt at the institute. Some respondents however found nothing interesting to mention while others left the question blank.

The teaching practice (TP) experience also highlights the importance of good relationships (or social skills) between teacher and students and with other teachers, parents and the community.

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A majority of TP students (85%) claim to have practiced learner-centred teaching skills and strategies as learnt at the NIE. These include cooperative learning, activity based learning, field trips, demonstrations, multi-grade/ability, discovery learning, extended learning activity and inductive/deductive questioning. TP students also used some of their own ideas like games, stories and drama. Some though expressed their inability to use the strategies learnt at the NIE due to over-crowded classes.

Respondents say they have used the NIE-developed “Handbook on Teaching Skills” to help them in planning detailed lessons and for assessment purpose or whenever they encountered problems with the skills to be focused on. Others use it for writing reflections and report analysis.

TP students said to have changed personally and professionally during teaching practice as they gained confidence, maturity, responsibility and skilfulness with regard to knowledge and teaching strategies. This was a big difference compared to how they felt during apprenticeship, which was more like “a blind leading the blind”.

Most TP students said to have prepared teaching-learning aids during teaching practice, such as models, maps, charts, pictures, drawings and sets of games (especially for mathematics). They kept students on task and interested by using the different skills and strategies learnt at the NIEs. Some of the most used methods are group activities, questionnaires, multi-grade approaches, teaching aids, presentations, debates, nursery rhymes and games. They tried to create a learning-friendly class atmosphere, conducted class/monthly tests, and more than 65% said they encouraged students to freely express their views and provide feedback.

Respondents say they monitored students’ understanding by asking questions (80%), and through home-work (10%), by asking students to summarize (10%) and/or through class tests (9%). During TP, approx. 50% of the student-teachers (50%) felt appreciated by students, fellow teachers and parents; others were not sure or did not reply. TP students (15%) realized through the TP experience that they need to be well prepared to be able to do a good job as a teacher (e.g. good planning, hard work; responsible job).

They said for example to respond to students with learning difficulties and slow learners by providing more attention (48%), giving support after school hours (10%), use of more teaching aids (9%), or teaming up these children with supportive peers (2%) and changing the classroom seating arrangement (2%). As with apprenticeship, also TP students tend to explain new concepts in the student’s mother language, and in addition they try to use multi-ability teaching strategies. They also say they provide brighter students with extended and more challenging activities.

“Teachers should take care of slow learners and children with different learning difficulties – many teachers do not bother at all”

Source: respondent TP Questionnaire Baseline Survey

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As during apprenticeship mentorship by associate teachers plays a critical role during teaching practice. Answers from TP student-teachers ranged from full and some support to no support at all. Some respondents left this question blank, while others stated:

My associate teacher is helpful and supportive in many ways (lesson planning, making teaching aids, dealing with students and multi-grade teaching). My associate teacher is experienced and friendly but not competent (no knowledge of filling up the observation forms; no knowledge of new teaching skills, or of how to support and evaluate) My associate teacher is too busy and has no time to meet or supervise My associate teacher is dominating, egoistic, unfair and insincere

4.4 Induction of newly graduated teachers What training aspects have been especially beneficial to you in your job as a new teacher?

Teaching Skills/Teaching strategies– almost 50% Teaching Practice – 31% Child Psychology – 21% Teaching Methodology – 17% Measurement & Evaluation/ Continuous Assessment/ Evaluation – 14% Everything – 14% Assignments – 10% Residential training – 10% Micro-Teaching lessons – 7% Counseling -7%

What areas do you feel you need to learn more about? Content in different subject areas – 31% English Grammar – 17% Strategies and Skills – 17% Teaching of History, Geography, EVS in Dzongkha – 14% Continuous Assessment – 7% Multi-grade Teaching -7% Handling large/crowded classes, dealing with students– 7% Overcoming limited resources and teacher shortage– 3%

How should NIEs support continued professional development for teachers in the field? Conduct workshops – 21% Offer refresher courses – 14% Offer grammar as a new module – 7% Assessment and Evaluation particularly CA – 7% Lecturers to make school visits – 7% Offer multi-grade teaching as a new Module for B. Ed (pry) – 3% Offer counseling as a new module – 3% Provide solutions on managing rural classes -3% Provide reference books to schools

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How was the induction in your school as a newly graduated teacher? How did/do fellow teachers and the head master support you as a newly qualified teacher?

Warm welcome that was both formal and informal (except for two respondents) Introductions, briefings and orientations Head teachers and other staff members to be supportive, helpful, and cooperative

Do you use the “Handbook on Teaching Skills”? What parts mostly?

• Answers vary, but the Handbook is still used regularly for purposes such as interaction variation, teaching value lessons, classroom management, organizing learning activities, questioning and handling responses, use of teaching aids, etc.

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Perceptions of graduates:

Sl. A good classroom is a classroom where: Agree % Disagree % 1 There is space and seats for all children. 29 100 0 0 2 Students mainly memorize facts. 9 31.03 20 68.96 3 There are students with different abilities 29 100 0 0 4 Students work independently on different tasks. 19 65.5 10 34 5 Students are allowed to learn at different rates 25 86.2 4 14 6 Teachers are mostly lecturers. 1 3 28 97 7 Students are assessed in different ways 28 96.6 1 3

8 Cooperation is more important than competition and grading 23 79.3 6 21

9 Annual standardized exams is the main assessment tool 7 24.1 22 76 10 Students are quiet and passive. 4 13.8 25 86

Sl. A good school is a school which: Agree % Disagree %

1 Actively looks for and welcomes all school age children 20 68.96 9 31.03

2 Aims at high academic achievements 26 89.7 3 10

3 Sustains good interpersonal relations 24 83 5 17

4 Involves feedback from students in school improvement initiatives 24 82.8 5 17

5 Is convinced that human agency is more important in school improvement than having a high resource base 20 68.96 9 31.03

6 Promotes democratic leadership(dispersing and delegating authority) 24 83 5 17

7 Builds partnership with parents and communities. 26 89.7 3 10

8 Assesses its students mainly through standardized tests 9 31.03 20

9 Provides adequate resources 24 83 5 17

10 Has a school policy against corporal punishment 22 75.9 7 24

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Sl. A good teacher is a teacher: Frequency Percent

1 Having a good sense of humor 24 83

2 Allowing students to teach other students 6 21

3 Appreciative of students’ efforts 18 62

4 Asking for students’ opinions 15 52

5 Including all students to participate 19 66

6 Using corporal punishment when needed 4 14

7 Facilitating students to think/reason 25 86

8 Shouting for attention 1 3

9 Giving home-work 21 72

10 Patient 1 3

11 Punctual 2 7

12 Allowing class discussion 25 86

13 Approachable 1 3

14 Fair 13 45

15 Quiet 0 0

16 Strict 6 21

17 Helpful 28 97

18 Sympathetic 7 24

19 Competent 15 52

20 Sincere 18 62

21 Flexible 13 45

22 Friendly 17 59

23 Democratic 6 21

24 Stern 4 14

25 Enthusiastic 24 83

26 Authoritarian 1 3

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4.5 Perceptions of head-teachers, associate teachers and DEOs

Head-teachers and principals claim to often observe apprentice- and TP teachers and that classroom management is a challenge for many student-teachers. In agreement with student-teacher respondents, head-teachers say that apprentice- and TP teachers have full teaching responsibilities. In addition, they say that many apprentice- and TP teachers have no mentor teacher or that the support provided at the school level is inadequate.

“An apprentice teacher is an inexperienced teacher who needs constant guidance and support from the mentor teacher….”

“A TP teacher is a teacher experimenting and trying to ‘translate’ theory knowledge into practice” Source: Feedback from head-teachers in Baseline Survey Questionnaire

DEOs, asked about NIE graduates, state as positive characteristics that they are professionally sound, motivated, innovative, committed to their job, enthusiastic, hardworking, and an additional asset to the school. At the same time concern is voiced that these new teachers lack confidence in shouldering the responsibilities required, are not willing or ready to go to remote schools, lack skills and knowledge in curriculum delivery and are not interested in learning from senior teachers. Higher Secondary Schools (HSS) do share some of the concerns mentioned by DEOs, especially the lack of confidence to teach the school curriculum, the unawareness of the Code of Conduct for teachers and the need for constant push and pull. Lower Secondary Schools (LSS) share both positive characteristics and some of the concerns. Especially mentioned are: their enthusiasm, being equipped with the latest teaching skills, being professionally competent and ready to take responsibilities. At the same time they claim there is a need to constantly supporting them. Middle Secondary Schools (MSS) agree on the positive characteristics, while also acknowledging the lack in confidence in newly graduated teachers and that some need to change their manners and attitude. Primary - and Community schools agree on all the positive traits of new graduates while mentioning that these young teachers especially need to get experience. Feedback from associate teachers (ATs) on apprentice teachers and TP teachers is in general positive. The biggest challenge, as also indicated by student-teachers, is the lack of time for classroom observations. Associate teachers are of the opinion that student-teachers gain valuable experiences during both practice phases in teacher education, and that most student-teachers are serious about this, while they also participate in many school activities. Associate teachers though are a bit concerned about the (lack of) social skills of apprentice- and TP teachers. Associate teachers describe apprentice teachers and TP teachers as enthusiastic and active, while trying to adapt to and learn from real school situations. At the same time it is realized that apprentice teachers and TP students need more guidance and support than they get at the moment.

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Chapter 5: Discussion and interpretation

The baseline survey has generated an enormous amount of data as described in the previous chapter. This needs further analysis before recommendations or next steps can be identified. Formal and informal meetings at both NIEs have also contributed to this wider discussion and interpretation

5.1 Apprenticeship Though apprenticeship as the initial pre-service teacher education phase may have its limitations, the overall view is positive, expressed by both apprentice teachers and schools. It is considered an important opportunity for professional and personal development and most apprentice teachers seem enthusiastic and committed. However, there may be a need to look into the apprenticeship philosophy and implementation a bit more critically.

Apprenticeship has been developed in Bhutan to address the teacher shortage and to have prospective student-teachers try out the teaching profession with the possibility to withdraw their candidature without penalty, while the education system avoids investment in unsuitable candidates. In a system where the government provides and pays for the education of students at all levels this is an important safeguard for financial and professional investments.

In reality though, very few apprentice teachers drop out. This may be because they want to become teachers or due to other reasons. Discussions with student-teachers reveal that many have chosen to become teachers because of the job security or because of non-acceptance at other institutes. This may interrelate with the concern voiced by various teacher educators at the NIEs that quite some student-teachers lack the aptitude and commitment to become good teachers.

The concept of apprenticeship implies that an apprentice is attached to a “master practitioner” to provide professional guidance and support. This would mean in practice that an apprentice teacher works under the continuous supervision of a well qualified senior teacher who is his or her mentor. Baseline data though tell us that many apprentice teachers have no mentor at all or a mentor who does not provide adequate support. In-depth interviews for instance report, that in many cases classroom observations and feed-back sessions – an important dimension of mentoring – only happens once a month and is therefore not very continuous.

In fact, different respondents – apprentice teachers, head teachers and DEOs – state that apprentice teachers have big workloads, teach independently and fulltime with the same responsibilities as fully-trained teachers, while also being involved in co-curricular and other school-related activities.

Mentoring becomes very difficult when there is a shortage of teachers and the concept of apprenticeship breaks down when there is no mentor or only a mentor who is lacking the professional skills and/or time to provide guidance and support.

Some apprentice teachers feel they are just replacing other teachers or making up for the teacher shortage in a school. Without a regular supervisor or mentor they do not get

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feedback on how they perform. The short-term benefits of filling up shortages may not face up to the possible negative impact on children and their learning of untrained and unsupervised apprentice teachers, especially when children get apprentice teachers more then once during their schooling.

Furthermore, NIE teacher-educators voice the concern that many apprentice teachers need to be re-educated when entering the institute as they have been using teaching and classroom management methods that are pedagogically inappropriate. Many student-teachers do realize this themselves when reflecting back on their apprenticeship after one or two years of teacher education.

In addition, head-teachers and DEOs express their concern about the selection of students for the B.Ed. teacher education program. They highlight the need for selection criteria that are not only based on academic merit, but more on aptitude and genuine interest!

“We need to develop teachers who are passionate about their job and interested in both content and learners.” Source: Day, C. “A Passion for Teaching” (2005)

As many apprentice teachers are placed in rural and remote schools, where shortage of teachers is the most serious, difficulties in terms of logistics, accommodation, lack of resources, non-availability of food etc. need to be taken up seriously. Furthermore, as expressed by head-teachers, there may be a need to re-look at the placement of male and female teachers in different schools. Remote schools seem to face higher non-enrolment and drop-out rates of girls compared to other schools and female teachers as role-models may positively influence this, provided they are placed in such schools in pairs rather than individually. In general there seems to be some difficulty in convincing apprentice teachers to go to remote schools (as well as in staffing positions with particular subject requirements).

As placement of apprentice teachers is the responsibility of the MOE and little contact is established during the apprenticeship between NIEs and apprentice teachers, communication has been identified as an important area for improvement. This could be followed up in combination with the need for better mentorship skills and the possible role NIEs may play in developing such skills in selected teachers at the school level.

5.2 NIE-based teacher education Looking at synergies between pre-service teacher education phases, it remains unclear from the baseline survey how consciously apprenticeship and NIE-based teacher education interlink and whether or how student-teachers are asked to reflect back on apprenticeship while learning more about theory and practice at the NIE. There may be scope for improved coherence, while at the same time the quality and effectiveness of the apprenticeship phase as it is now may have to be further discussed.

In general respondents state that the NIE-based teacher education is an enriching experience resulting in increased confidence in subject knowledge and teaching skills. It

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is however important to assess in how far such knowledge and skills address the needs of the schools and in how far new knowledge and skills are applied.

All respondents have mentioned that there is a need for improved links between the teacher education curriculum and the school curriculum. The quality of the present teacher education and the competence of the teacher graduates may not be adequate without such an improved link. This indicates that the Curriculum and Professional Support Division (CAPSD), under the Ministry of Education and the NIEs may have to work more closely together to ensure a better fit between both curricula. Better links between CAPSD and the NIEs are for example needed to train both teacher educators and future teachers on how to teach the new English curriculum. In that regard the placement of new NIE student-teachers with good English skills into the B.Ed. secondary program and those with relatively poor English skills into the B.Ed. primary program may be counter-productive for improving English communication and language skills at the school level.

The baseline survey data do not provide a clear-cut answer to the perceived presence of a balance between theory and practice in pre-service teacher education. Different teaching-learning theories and approaches to child development and psychology are taught at the NIE, however, application of such theories may still be an issue. Knowing about different methods is not enough – student-teachers need to see them being practiced, experience them and try them out to become competent in using them. When discussing this with teacher educators (and practicing teachers) it is often said that there is indeed a mismatch between theory and practice in pre-service teacher education. However, quite some teachers, student-teachers and even teacher educators also claim that interactive teaching-learning methods are not relevant to the education situation in Bhutan. Time constraints to finish the syllabus and prepare for exams, class size and lack of teaching aids are often provided as the reasons why. Though international research has overwhelmingly revealed the improved learning outcomes of interactive teaching-learning, there may be a need to do such research in Bhutan as teacher educators and teachers may not yet be convinced.

Similar to the school curriculum, the NIE-based program is considered overloaded and content-heavy, and when teacher educators do initiate and role-model more creative and innovative teaching-learning approaches, students get worried about how to pass the exam. They are used to lecturers teaching to the test! They tend to ask for notes and hand-outs to know what to memorize for the exam! Both – NIE lecturers and teachers in the field seem to use a relatively high percentage of instructional time for preparing students for exams, as they – teachers and lecturers - may be judged on the academic results of their students by the higher authorities!

Classroom practices designed to prepare students for tests and exams though do not foster deep learning. Students that memorize the material needed to pass exams, even those with passing scores, are often unable to apply much of what they have learned in other contexts. They are often not able to demonstrate understandings of how what they have learned relates to other knowledge and concepts. It is unfortunate that exams, rather than our education aspirations, increasingly define what students learn and how teachers teach!

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Baseline survey respondents do mention that more time must be allocated for micro-teaching, possibly recognizing that teaching-learning methods such as “active learning” or “cooperative learning” cannot be taught, but should be practiced! Teacher educators may not be the best role-models of practicing what is preached. Lecturing and question-answer sessions are still by far the most favorite teaching-learning approaches at the NIEs. Lecturing, when done well, is in principle a good teaching-learning method, but not appropriate for all topics or learning objectives. Why teachers and teacher educators choose certain strategies over others is often related to beliefs about fitness for purpose and effectiveness. With the current content heavy and exam driven system, lecturing may be perceived as the most cost-effective in helping students learn and memorize to pass those exams.

Respondents seem unsure about the use of different and innovative teaching-learning methods by and the enthusiasm of their own lecturers. These questions are of course difficult to interpret as student-teachers may not easily judge their lecturers. To teach however, is a life-long process of learning, which not only applies to teachers in the field, but also to teacher educators at the NIEs. Human knowledge is expanding, facts are changing and there is always a risk that teacher educators get stuck in old tracks repeating the same kind of instruction year after year. How teacher educators teach, whether they practice what they preach and the kinds of attitudes they role-model has an important impact on student-teachers and therefore on the quality of future teachers. This may be an area for more attention at the NIEs, also in terms of commitment of teacher educators and their interaction with student-teachers as adult learners.

The effectiveness of teaching methods used by NIE lecturers has not been assessed up till now as no standard monitoring and evaluation mechanisms have been developed to do so. Though both institutes say they ask for student feedback on modules and lecturers’ skills at the end of each semester, nearly seventy percent of student-teachers respond that they are not sure or deny that the institutes asks them for feedback or use their feedback. However, within the STEP project these and other feedback and monitoring/evaluation mechanisms are now being looked at and further developed.

Respondents disagree on whether they learn enough about child development and psychology. Given the professional practice of the majority of teachers in the schools, it may be doubtful that student-teachers learn and know enough in this area. The attempts of the NIEs to revise the teacher education curriculum and may infuse the concept of Child Friendly School (CFS) into some of the modules may help student-teachers equip themselves with hands-on knowledge on for example learning diversity to make them more effective and professional in dealing with all children in the classroom. Considering this, it is interesting to note that more than 50% respondents express the need for more professional education in areas such as multi-grade teaching, school management and special education. Indeed, these areas may be crucial because as Bhutan tries to achieve Education for All (EFA), multi-grade and multi-ability teaching is increasingly becoming an essential strategy.

Many teacher education institutes – and the NIEs may not be an exception – have difficulties in striking an appropriate balance between up-grading content skills in subjects and developing pedagogic and professional skills. With the present program re-structuring, the NIEs have a golden opportunity to take a lead in pedagogical innovation

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and become a model for student-teachers as how to deliver content at the school level. NIE teacher educators must be exemplary in terms of methodology and delivery, and teach/role-model strategies and skills that are transferable to different content areas. In that regard the emphasis on more content knowledge may only partially be justified. The NIEs are supposed to educate and produce skilful and professional teachers – not academicians!

5.3 Teaching practice (TP) Teaching practice as the second practicum component in pre-service teacher education aims at providing student-teachers the opportunity to experience real classroom situations, under the guidance and support of a mentor or associate teacher (AT). TP students are expected to teach the subjects as well as take over some of the non-academic responsibilities of associate teachers. To facilitate this, the NIEs and schools try to match the associate teachers’ subjects and the TP students’ elective subjects. As a result associate teachers would have free time and opportunity to observe, supervise and support TP students placed under their care.

The success and effectiveness of teaching practice depends on the synergies with the other teacher education phases, especially the NIE-based teacher education. No phase can afford to function separate from the other phases as each must complement the other. One way of obtaining information on the effectiveness of NIE-based teacher education is by finding out how much of this knowledge has helped student-teachers during the teaching practice period.

Survey findings reveal that student-teachers view TP practice as meaningful, during which time they learn to translate theory into practice. The comparisons they make between the experiences as TP teacher compared to the earlier experience as apprentice teacher shows that some serious re-thinking at the MOE and NIE level may have to be done regarding the apprenticeship phase.

However, teaching practice (TP) has its own challenges. There is for example an enormous variation in workload of TP students. There seems to be no set rule or regulation regarding what they teach, how many hours they teach and at what level they teach. There may be a need to look more carefully at what TP students teach and why. Teaching practice needs to be meaningful for student-teachers and therefore related to what they have been trained for. It should also not jeopardize students’ learning due to a teacher’s lack of knowledge and skills in certain subject areas.

Student-teachers provided various suggestions to help students learn better e.g.

“Reduce constant change of subject teachers”

“Allow only subject teachers to teach specific subjects, rather than science being taught by arts teachers”

Source: Baseline Survey

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In general B.Ed. primary student-teachers find it difficult to also having to teach an elective at the secondary level. Maybe B.Ed. primary teacher education should just focus on primary - and B.Ed. secondary on secondary education, both in the training of teachers and during teaching practice. Part of the current wider coverage may be one of the reasons why student-teachers feel they are neither sufficiently competent in pedagogical and didactic skills nor in content knowledge.

Related to this, observations of NIE TP supervisors may also be better understood when they say: “Teaching practice is very predictable. We know beforehand what we are going to see when supervising our TP students. Those teaching math, do a sum on the blackboard as an example, do a second sum together with the students, asking them what to do next, followed by seat work. Those teaching English, read a text (or ask a student to do so), explain all the words on the blackboard using the dictionary, followed by students copying this in their note-books …” (*)

The question may have to be asked whether this is because TP students are not sufficiently confident in using other methods or whether the schools, where they are placed, are not encouraging them to use more innovative teaching-learning approaches. Time constraints (to finish the syllabus and prepare for exams) may be another obstacle.

Before 2004 small groups of NIE teacher educators (4-5) visited students during teaching practice (TP) to supervise, assess and evaluate them. Teacher educators would be away from the NIE for 5 to 6 weeks to visit all student-teachers. In 2004, NIE Paro – also due to shortage of lecturers while student numbers increased - tried to develop a better partnership with the attachment schools, while decreasing the time teacher educators would have to travel and spend in schools to supervise and assess TP students. It was thought to also provide more ownership to the schools to develop, supervise and assess student-teachers together with the NIEs. This strategy was not followed by NIE-Samtse. The baseline response from TP students has overwhelmingly indicated that less NIE support and supervision during TP may not be a good idea. Students feel they need the NIE support and do not want to be assessed only by associate teachers. In 2005, with a better staffing situation at NIE-Paro, this has been therefore reversed. This may also be important for other reasons as not all schools and associate teachers fully understand the purpose of teaching practice and their crucial role as mentors, while school realities with insufficient teachers may also limit the possibilities of adequate support and supervision. Still, there is a need for on-going capacity building and guidance of associate teachers by the NIEs to improve their mentoring quality. In general, communication and feedback between the NIEs, TP students and attachment schools is much better than during apprenticeship.

Similar to the apprenticeship phase, there are also insufficient opportunities for classroom observations due to teacher shortage and busy schedules. Only some respondents had opportunities to observe other teachers’ classrooms and learned about new skills such as on classroom management (though also wrong management skills were observed), on asking questions and on how to gain students’ attention. Some student-teachers also observed that regular teachers’ lesson plans are rather poor.

(*) Source: Verbal communication with NIE TP supervisors

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Classroom management remains a challenge, though many TP students are able to illustrate their improved teaching and behaviour management skills compared to the knowledge and skills they had as apprentice teachers. They have learned and practiced reinforcement of good behaviour, conducting classroom discussions and providing advice. However, it is rather worrying that teachers – including respondents - continue to use a stick to frighten students and that senior teachers are still seen using physical punishment.

We may also want to find out what it means that less than 20% of respondents state that there is no need for (physical) punishment in schools. Does this imply that more than 80% is of the opinion that (physical) punishment is needed?

Most respondents claim to use positive discipline as a classroom management strategy, but it is not clear how well this has been understood considering the many responses of TP students using verbal- and other punishments as alternatives to physical punishment! In that regard teachers should be aware of their child protection and child welfare role. The use of physical punishment (or threatening with such) or verbal punishment (including ridicule, insulting, sarcasm, scolding) as reported by many respondents has no place in a safe and supportive learning environment.

The development towards “caring” schools and “wholesome” education, as an integral part of the Child Friendly School (CFS) development – supported by the MOE – will hopefully have a positive impact on classroom management and other professional practice at the school level, provided pre-service teacher education integrates such concepts and tools into the teacher education curriculum.

It is interesting to note that also TP students make an extra effort to help students with learning difficulties, often after school hours and during weekends. Their strategies to respond to students with learning problems have improved compared to what they could do during apprenticeship. However, there may still be a need to look into learning diversity more seriously. The NIE module “Exceptional Learners” is often not taught due to lack of time, and the pressures of finishing parts of the syllabus perceived as more important. The result may be that teachers do more of the same with students who experience learning difficulties, which may not be very effective. The standard curriculum seems to be held as absolute and as such has to be covered. Teachers tend to be reticent to temper with it, even when students do clearly not understand important concepts. Rather than learning to adapt the curriculum to learners’ needs, the predominantly response is to view those who have difficulty in understanding the curriculum as poor learners.

Some respondents even claimed they did not come across students with learning difficulties, slow learning students or bright students. This seems rather unlikely as every mainstream classroom represents learning diversity. There may be a need to further sensitize student-teachers on learning diversity, including curriculum differentiation at the NIEs. This would also include differentiation in assessment. There is in that regard also an urgent need to improve the knowledge and understanding of formative assessment to monitor the learning process of different students and to inform a teacher’s daily planning. TP students (and teachers in general) still monitor their effectiveness as teachers and the level of student learning in rather traditional ways, by asking questions,

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checking home-work and conducting class-tests. Following and supporting the learning process through Continuous Formative Assessment (CFA) has not been mentioned once by any respondent of the baseline survey!

The findings have clearly shown the usefulness of the “Handbook on Teaching Skills”. Most respondents use the handbook to help them in planning detailed lessons and for assessment purposes or whenever they encounter problems. Though very important, if not combined with more reflective practice, this handbook is likely to be used mainly as a ‘recipe book’. The question may have to be asked how flexible and creative TP students (and teachers in general) are in ways that they are able to address ever changing classroom situations in a pedagogically and didactically sound manner.

5.4 Induction of newly graduated teachers It is important to note that in Samtse this questionnaire was used with 2004 graduates, who had at the time not yet experienced the induction into their new schools, while Paro asked feed-back from 2003 graduates, with nearly a year teaching experience.

Schools and DEOs have high expectations of graduates, but also realize that new teachers still need a lot of guidance and support. Not all schools are able to provide such. Furthermore, transforming the present education system and its practices through newly graduated teachers has proven an illusion. NIE teacher educators admit that many graduates try for a while to use more innovative teaching-learning methods as learned and practiced during their pre-service teacher education, but quickly give up and use the same traditional undifferentiated large group lecturing methods that the other teachers are using in the same school.

Newly graduated teachers are:

“A source of new ideas to be shared with the ‘old’ teachers” and they are “Well-equipped with theoretical knowledge but still need to experience the real classroom”

Source: Baseline Survey – Perspectives of other stakeholders

New graduates themselves have realized during the induction period how important especially modules like “teaching skills and strategies”, “child psychology” and teaching practice (TP) have been for what is now being asked from them as professional teachers. In addition to more skills in these same areas, they feel they need more training in the subject areas they teach. This is reinforced by what head-teachers and principals say about graduates’ insufficient school curriculum and subject knowledge.

It is important that professional development and learning does not stop after graduation, also beyond annual in-service up-grading programs. Better links may have to be established between pre-service and in-service teacher education to make sure and support that newly qualified teachers use (and continue to use) what they have learned.

Reflecting on what makes a good classroom showed only one disagreement among the respondents. Graduates were not sure whether in a good classroom “cooperation is more important than competition and grading”. Similarly, when reflecting on what makes a

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good school, no agreement was reached on the statements that good schools would “promote democratic leadership” and that good schools would “assess students mainly through standardized tests”. These may be areas that have not been much reflected on or discussed at the NIE in relation to the overall purpose of education.

5.5 Perspectives of head-teachers, associate teachers and DEOs It is important to note that head-teachers and principals especially mention the difficulties of student-teachers in classroom management, though more for apprentice teachers than for TP student-teachers. This may be an area for additional attention during pre-service teacher education at the NIEs.

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Chapter 6: Recommendations and next steps The NIEs as institutes and its teacher educators must share responsibilities for ensuring that student-teachers graduate with skills that align with the demands of schools and the teaching profession. Are the NIEs and its teacher educators aware of the realities at the school level and do they know what schools need? What kind of partnership – if any– have NIEs and schools established beyond using schools for apprenticeship or teaching practice? How will the NIEs and CAPSD tackle the perceived inadequate links between the NIE curriculum and the school curriculum?

What we want to achieve in teacher education is closely linked to what we see as the aims of education in general and therefore we need to look at the professional dimensions of teachers and teacher educators that we are seeking to develop. Survey respondents have come up with a large number of concrete suggestions and recommendations – as listed below - to build on and improve the present pre-service teacher education system in its different phases and to develop greater synergies between those phases. This is followed with some next steps, already initiated as a result of this baseline survey.

6.1 Recommendations: apprenticeship 1. It is recommended by various respondents to re-look at the apprenticeship system as it is now. Apprenticeship must not be used for short-term benefits of solving teacher shortage and should always be linked to qualified and capable mentor teachers.

2. Apprentice teachers should not have a full-time and/or independent teaching load, but work under the supervision of a mentor teacher.

3. The apprenticeship induction program must be reviewed and strengthened, which may include a longer duration of the program.

4. It is recommended to improve communication between apprentice teachers, schools, DEOs, MOE and NIEs, as well as develop guidelines to better inform and guide those involved.

5. The mentoring system needs to be improved through capacity building of mentor teachers, while also recognizing the extra knowledge, skills and responsibilities of mentor teachers by MOE.

6. Review selection criteria for B.Ed. teacher education degree program to better reflect what is needed in teachers beyond academic knowledge (e.g. aptitude; interest).

7. Head-teachers recommend that NIEs visit apprentice teachers and the schools where they are placed for improved support and feedback.

8. Head-teachers also recommend that the NIEs ask for a report on the apprentice teacher from head-teachers of the school where they have been working.

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6.2 Recommendations: NIE-based teacher education 1. There is a need to develop monitoring and evaluation tools by which the NIE can invite feedback from student-teachers on quality and effectiveness of teacher education. Such tools may also help to assess the teaching quality of teacher educators.

2. Develop a clear linkage between the different phases of pre-service teacher education in which the succeeding phases of teacher education are more developmental and progressive.

3. Review the teacher education curriculum and maintain a good balance between theory and practice. Explore possibilities of working closely together with the MOE/CAPSD to ensure a good match between teacher education curriculum and school curriculum to enhance the relevance of pre-service teacher education.

4. Explore possibilities of creating more time for micro-teaching sessions to practice the different teaching skills more effectively.

5. Take measures to ensure that the teacher education program is less overloaded 6. Strengthen the courses on special education, multi-grade teaching and school management so that student-teachers are better prepared to respond to school- and classroom realities.

7. Explore possibilities to have a project on teaching aids development and supply.

8. Explore possibilities of using nearby schools for micro-teaching (including how to analyze test papers)

6.3 Recommendations: teaching practice (TP): 1. Reduce the required number of lesson plans. Focus on quality rather than quantity. Due to workload and time-constraints TP teachers do copy/adapt each others lesson plans.

2. NIE Institutional support (especially in lesson planning and classroom observation) needs to be further strengthened as support of associate teachers is inadequate in quality and quantity. Monthly visits to TP teachers is recommended, not only for improved guidance and support, but also for better assessment of student-teachers in the field, including those not-so-serious student-teachers.

3. Selection and training of associate teachers (ATs) needs attention some associate teachers may not be very effective in providing professional support. Associate teachers play a key role in the teaching practice phase and all of them need to be efficient in shouldering the responsibilities entrusted to them. Furthermore, associate teachers should not also be head-teachers! It is recommended to [a] assess the performance of current associate teachers, [b] provide support to associate teachers through annual mentorship training workshops at the NIE, and [c] review criteria and procedures for selection of associate teachers Since head-teachers are involved in the nomination of associate teachers, they may also be invited to participate in the workshops mentioned under [b].

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4. A pre-visit to attachment schools before placement of TP teachers is recommended as student-teachers face difficulties regarding [a] accommodation (no housing or too far from the school), [b] shortage of teachers, which force student-teachers to take full teaching load, [c] (non)availability of associate teachers with matching subjects and mentoring skills.

5. Review and improve content and delivery of TP relevant/related modules as student-teachers experience these as important for TP, especially “Teaching Skills”, “Teaching Strategies”, “Understanding the Learner” and “Learning Process”. The first two help TP-teachers with various methods of lesson delivery whereas the latter two help them to improve their understanding of learning diversity. All these modules should be taught before student-teachers go for teaching practice!

6. Explore possibilities for more classroom observation and pre- and post conferencing during TP. Observing other teachers’ lessons should also be provided more regularly (once a week).

7. Create better understanding on the purpose of teaching practice (TP) among schools, head-teachers, MOE, DEOs, and student-teachers. The implication would be that TP teachers do not teach too many, different subjects and class levels during their practice period and are guided and supported adequately.

8. Different respondents recommend a duration increase of teaching practice (TP) from 6 months to 1 year. A longer duration would result in a better understanding of and relationship with staff, students, parents and community. To enable the NIEs to adopt this, it is proposed that the B. Ed. program remains as a four-year program, but with the apprenticeship phase and the TP phase merged into a 1 year internship for student-teachers. This phase should, however, take place either in the 2nd or 3rd year so that student-teachers are well-prepared. This would allow for better trained student-teachers practicing their knowledge and skills in the schools, including those schools with a shortage of teachers, and as such would benefit students, schools, NIEs and the education system as a whole.

9. Explore possibilities for the NIEs to provide student-teachers with resources/materials required to make teaching-learning aids when going for TP.

10. The NIEs should select subject specific, committed and effective teacher educators to visit schools for teaching practice supervision.

6.4 Recommendations: induction newly graduated teachers: NIEs must specialize the B.Ed. programs to respond to perceived lack of pedagogical and didactic skills as well as subject/content skills. For this to happen, teacher education may be organized with minor and major degree programs. This would also imply that B.Ed. primary education student-teachers do not study an extra elective to be taught at the secondary level. In addition it would imply that B.Ed. primary teachers are to be placed at primary schools only and B.Ed. secondary teachers in secondary schools.

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6.5 Recommendations provided by head-teachers, associate teachers and DEOs

District Education Officers: 1. Need for stronger academic and content knowledge;

2. Need to familiarize student-teachers better with the school system and the curriculum and syllabus (including changes in the syllabus) – Improved linking of school - and NIE curriculum 3. Make sure that graduates accept and are willing to serve in any school (also difficult or remote schools) 4. Study impact of the new graduates and trace them for at least a year

Associate teachers (ATs): 1. Do away with apprenticeship, just have TP only 2. More visits from and observation by NIE teacher educators 3. ATs should get incentives/recognition for being ATs 4. Organize more training for ATs

Head-teachers/principals 1. Concentrate on dealing with adolescents (HSS) 2. Make value education an integral part of the curriculum (HSS) 3. Emphasize on being a good role model as a teacher in the society (Code of Conduct and ethics of teaching). (HSS)

4. Bridge the gap between practice and theory (MSS)

5. Have a probation period in the institute to screen ineligible trainees (MSS)

6. Train teachers on management of students’ behaviour problems without use of corporal punishment (LSS)

7. Longer duration of TP (LSS)

8. Lecturers to make surprise visits and observe trainees thoroughly, some are not good enough (LSS)

9. Instil in the young teachers the importance of taking initiatives and developing positive attitudes (LSS)

10. Teacher selection interview to be done before other departments for the right attitude and entry qualification for teacher training needs to be further considered (Pry. S)

11. Include administrative practice in the curriculum (Community Pry. S)

12. Make student-teachers aware that duty does not end at the last stroke of the bell (Community Pry. S)

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6.6 Next steps Though the Baseline Survey was undertaken at the end of 2004, the data have resulted in discussions and proposed quality developments at different levels, but especially at the NIE level. Following are some of the next steps that have already been initiated:

• The apprenticeship induction program has been reviewed and improved. In 2005 the duration of the program was been increased and relevant topics have been integrated into the program, including the concepts of Child Friendly Schools (CFS) and School Self-Assessment (SSA). Guidelines to better inform and guide all involved, has been drafted.

• NIE Curriculum restructuring has been initiated as part of the curriculum and modules restructuring under the Royal University of Bhutan (RUB). This has resulted in critical reflections and in-depth discussions among and between teacher educators and subject departments regarding what should be covered, what is redundant and what could be left as additional enriching knowledge for self-study.

• The proposed 4 year duration of the teacher education B.Ed. program will also increase the teacher-student contact time and therefore improve the overall quality of learning and skills. Furthermore, as part of the STEP project there will be more focus on participatory teaching-learning methodology, in general and subject specific, based on the concepts of human pedagogy and constructivism. Linked to this, student-teachers may now be educated on the MOE supported Child Friendly School (CFS) development, while building on the existing concept of “caring schools” and “wholesome education”.

• As part of the STEP project and the subsequent increased focus on professional development, more attention and time is now allocated for (developing) reflective practice and action research by teacher educators. Educational research – in partnership with CERD - is seen as an instrument for improving educational quality, which should be shared widely in the education community. It must be a link operating in two directions: information to teachers in the field about the latest findings in educational, pedagogical and psychological research and information to researchers about the challenges in teaching experienced by classroom teachers.

• The STEP project has also initiated discussions on institutional development which relate to short-term and long-term planning, taking into account future changes and needs, but also to quality of NIE staff and that of (prospective) student-teachers. Selection criteria of students is part of institutional; development and questions have been raised on how the NIEs can enroll grade 12 graduates with a pass-mark of only 40% and continue to require such low pass-marks even at graduation from the NIE as fully qualified teachers. Furthermore, questions have been raised regarding quality and commitment of NIE teacher educators and how this may be improved and better monitored. Both NIEs now have regular staff development sessions, while also looking into developing professional teaching portfolios to record and monitor on-going learning and development.

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Chapter 7: Concluding remarks Quality education, a corner stone of a democratic society, has the task to provide equality of educational opportunity to all children and youth and is fundamental to the well-being of society because of its contribution to economic, social and cultural development. Teachers and therefore teacher educators have a responsibility to foster confidence in the quality of service that can be expected. The exercise of responsible judgment in what to teach and how to teach is at the heart of the professional activity, and the actions of caring, competent and committed teachers to help every student reach his or her potential, is a critical factor in the provision of quality education.

The expertise and commitment of teachers and teacher educators must be combined with good working conditions, a supportive community and enabling policies to allow quality education to take place.

Reflecting on the quality and effectiveness of the teacher education opens up important questions such as “What is the purpose of education with regard to the nature of knowledge and personal relationships, economic, cultural and political contexts and pedagogy?” and “What role is education to play in teaching, practicing and therefore sustaining values such as respect, tolerance, non-discrimination, democracy and citizenship in addition to knowledge and skills”? To be able to answer such questions we need to assess in how far students at all levels of education see - or fail to see - a connection between the realities of their lives, the taught curriculum and the way teachers teach. This needs to influence what is taught and role-modelled at the teacher education institutes.

A strong and effective education system is integral to individual success, social cohesion, progress, and national prosperity. It is clear that teachers have to be more skilful and successful with a wide range of learners in order to prepare future citizens with the skills needed to participate in a fast changing society. The sort of pedagogy needed to help students develop the ability to think critically, create, solve complex problems and master complex subject matter, is much more demanding than that, needed to impart and develop routine skills. Thus teachers have to be both knowledgeable in their content areas and extremely skilful in a wide range of teaching approaches to cater for the different learning needs of every student. Therefore teacher educators must be even more knowledgeable and skilful.

It is important to understand and articulate what effective teachers do, and therefore what may be missing among other teachers in terms of professional skills, knowledge or values. In that regard, good teaching may be difficult to describe in words, but it is obvious when it occurs!

Responding more adequately to the learning needs of all children and young people requires a paradigm shift placing learning – and not teaching – at the heart of the educational process. Within such a perspective, teachers have to take on new, more complex and challenging roles such as being a reflective practitioner and more a facilitator than a teacher.

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Good teaching is a complex process that begins and ends with students. It takes into account who they are, what they already know, what interests they have, and what they will need to know.

Being an expert in a specific subject is not sufficient. Facilitating and revealing to students that it is interesting to also learn about that subject is as important. A teacher’s enthusiasm for a subject is compelling and infectious. Lack of enthusiasm is also infectious…. and deadly.

A good teacher is increasingly one that is able to guide learners in an ever-expanding universe of knowledge, helping them to learn how to access information and communicate effectively. It is a teacher that promotes the development of social competencies, democratic values and a learning environment that encourages children and young people to learn to live together and become active and responsible citizens. These are important responsibilities that demand highly qualified and devoted professionals, starting at the teacher education institutes.

Whether all recommendations as described in Chapter 6 are feasible or desirable is necessarily a question for the NIEs, MOE and RUB to address. It may be that changes proposed in this report are more likely to enhance the quality of education in general and teacher education in particular. The teacher education system in Bhutan is ‘not broken but needs fixing’. If teacher educators are to be quality educators, if EFA and the MDG targets are to be realized, and if new approaches to learning and teaching, which have developmental significance, are to be adopted, then all options should be discussed and considered to be able to make a real difference to the next generations of learners and teachers.

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References and further reading Asia-Pacific Journal of Teacher Education & Development, Vol. 6, Number 1, June 2003, “Symposium on Teacher Education in India” – Hong Kong Institute of Education – ISSN 1029-0699

Asia-Pacific Journal of Teacher Education & Development, Vol. 6, Number 2, December 2003, “Symposium on International Perspectives on Teacher Education” – Hong Kong Institute of Education – ISSN 1029-0699

Australian Council of Deans of Education, Canberra (1998) “Preparing a Profession: Report of the National Standards and Guidelines for Initial Teacher Education Project”

Campbell, D.M., et al. (2000) “Portfolio and Performance Assessment in Teacher Education”, Boston: Allyn and Bacon

Cherednichenko, Brenda; Gay Jan; Hooley, Neil; Kruger, Tony and Mulraney, Rose “The benchmarking of teacher education programmes” Department of Education, Victoria University of Technology, Melbourne

Clark, C.M. (1995) “Thoughtful Teaching” London: Cassell Darling-Hammond, L. (2000) “How Teacher Education Matters”, Journal of Teacher Education 51(3): 166-173

Day, C. (2005) “A passion for Teaching” RoutledgeFalmer Taylor & Francis Group

Education International (www.ei-ie.org) “Quality Teachers for Quality Education” (April 2004)

Education International (www.ei-ie.org) “EI Declaration on Professional Ethics”

Educational Leadership, September 2005, “The Whole Child” ASCD www.ascd.org

EENET-Asia Regional Newsletter www.eenet.org.uk

EMSSD / DSE / Ministry of Education, Thimpu, (2001) “Factors contributing to Classroom Effectiveness” A study report www.education.gov.bt/

Fitzclarence L. (2003), “The Impact of Educational Research: Teacher Knowledge in Action” Monash University, in: the Australian Educational Researcher, Volume 30, Number 2, August 2003

Fredriksson, U. (2004), “Quality Education: the Key Role of Teachers”, Education International Working Papers no. 14

Furlong, J. Barton, L. Miles, S Whiting, C & Whitt, G. (2000) “Teacher Education in Transition: reforming professionalism?” Buckingham, Open University Press

Gale, T. & Densmore, K (2002) “Just Schooling – explorations in the cultural politics of teaching” Open University Press

Ginott, H. (1972) ”Teacher and Child” New York, Macmillan Kremer-Hayon, L., Tillema, H.H. (1999) ”Self-regulated learning in the context of teacher education” Teacher and Teacher Education 15 (1999) 507-522

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Leblanc, Richard (York University, Ontario) (1998) “Good Teaching: The top ten requirements” Lewin, Keith M., Stuart, Janet S. (2003) “Researching Teacher Education: New Perspectives on Practice, Performance and Policy” – Multi-Site Teacher Education Research Project – Synthesis Report / DFID

Loughran, J. Brown, J. Doecke, B. (2001) “Continuities and Discontinuities: the transition from pre-service to first-year teaching”. In: Teachers and Teaching: theory and Practice 7(1): 7-23

National Council for Accreditation of Teacher Education (NCATE) (2002) “Professional Standards for the Accreditation of Schools, Colleges and Departments of Education.” www.ncate.org

National Institute of Education (Paro, 2003) “Teaching Skills – A Handbook for Teacher Trainees” Nilsson Paula, (2003) “Education for All: Teacher Demand and Supply in South Asia”, Education International Working Papers no. 13

OECD / UNESCO Institute for Statistics (2001) “Teachers for Tomorrow’s Schools”, Analysis of the World Education Indicators

Preston, B. (1994) “Models of professional standards for beginning practitioners and their applicability to initial professional education” Paper presented at the Conference of the Australian Association for Research in Education

Ramsey, G. (2000) “Quality matters: revitalizing teaching: Critical times, critical choices.” Sydney. Report of the Review of Teacher Education, New South Wales, Department of Education and Training.

Reid, A., O’Donoghue, M. (2001) “Rethinking Policy and Practice in Teacher Education” University of South Australia

Royal Government of Bhutan (RGoB) (2002) “9th Five Year Plan – Education Sector Implementation Plan”

Royal Government of Bhutan (RGoB) (2003) “Education Sector Strategy – Realizing Vision 2020 – Policy and Strategy” Department of Education, Ministry of Health and Education, Thimpu

Royal Government of Bhutan (RGoB) (2004) “23rd Education Policy Guidelines and Instructions” Policy Planning Division (PPD) / MoE www.education.gov.bt/

Royal Government of Bhutan (RGoB) (Draft 2001) “National Plan of Action on Education for Al ” Royal Government of Bhutan (RGoB) / Swiss Development Cooperation (SDC) “Support for Teacher Education Project (STEP)” Project Document - October 2003

Save the Children (UK) (2001) “What makes a good teacher? Perspectives of children, parents and teachers” Pakistan

Senge, P. et al. (2000) “Schools That Learn” A Fifth Discipline Fieldbook for Educators, Parents, and Everyone who Cares About Education / Doubleday, New York

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Siniscalco, Maria Teresa (2002) “A Statistical profile of the teaching profession” ILO / UNESCO

Teacher Training Agency (2003) “Standards for the award of Qualified Teacher Status” www.tta.gov.uk UNESCO (2004) “Changing Teaching Practices – using curriculum differentiation to respond to students’ diversity”

UNESCO (2003) General Conference 32nd Session “Report of the Ministerial Round Table on Quality Education” www.unesco.org

UNESCO (2004) International conference on Education, 47th Session “Proposed Priorities for Action to improve the Quality of Education of all Young People” www.unesco.org UNESCO (2004) “Education for All – The Quality Imperative” EFA Global Monitoring Report 2005

University of New England (UNE) (2004), School of Education, “Professional Teaching Portfolio”

University of New England (UNE) (2004), NSW Institute of Teachers, “Professional Teaching Standards”, www.icit.nsw.edu.au

Zeichner, Kenneth M., Liston Daniel P. “Reflective Teaching: An Introduction” (1996) Lawrence Erlbaum Associates Publishers, New Jersey

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ANNEX

Sample questionnaires This annex contains two sample questionnaires, one for Teaching Practice (TP) and one for NIE-based pre-service teacher education

(1) Teaching Practice (TP) I. Background information - Please circle what is appropriate (urban or rural /remote or primary or secondary):

In what kind of school did you do your teaching practice?

Urban / Rural / Remote / Primary / Lower secondary / Higher secondary In did my teaching practice (TP) in grade (please fill in)………………………… II. During my TP I have especially focused on and learned about (please circle one or more):

1. Giving direction and monitoring learning activities

2. Classroom use of language

3. Basic questioning

4. Use of teaching aids and chalkboard

5. Introductory procedure and closure

6. Teaching of concepts and generalizations

7. Teaching of skills and procedures

8. Teaching of values and attitudes

9. Advanced questioning and reinforcement

10. Management of groups for learning

11. Interaction variation III. I still need to learn and become more confident in (please circle one or more)

1. Giving direction and monitoring learning activities

2. Classroom use of language

3. Basic questioning

4. Use of teaching aids and chalkboard

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5. Introductory procedure and closure

6. Teaching of concepts and generalizations

7. Teaching of skills and procedures

8. Teaching of values and attitudes

9. Advanced questioning and reinforcement

10. Management of groups for learning

11. Interaction variation

IV. During my TP period I have become better in:

1. Using cooperative learning as a teaching tool Yes Not sure No 2. Assessing students by using continuous assessment Yes Not sure No 3. Using positive discipline as an effective classroom Yes Not sure No

management strategy.

4. Using team teaching with fellow teachers as a tool Yes Not sure No

for mutual learning and cooperation.

5. Discussing my lesson plans with senior fellow teachers Yes Not sure No

to improve my planning skills

6. Asking my students for feedback on my lessons and Yes Not sure No

teaching methods.

7. Using and/or making appropriate teaching-learning Yes Not sure No

aids for improved learning outcomes.

8. Using flexible teaching methods and materials Yes Not sure No

to help all students learn to their full potential

9. Multi-grade teaching Yes Not sure No 10. Role modeling a kind, enthusiastic, fair Yes Not sure No

and competent teacher.

V. Please, indicate whether you agree or disagree with the statements below based

on your own TP experience

1. There is a need for better links between the Agree Disagree

teacher training curriculum and the school curriculum

2. Subject knowledge is more important than Agree Disagree

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teaching methodology.

3. The best way to manage and control students Agree Disagree

is by being strict and stern.

4. I feel confident teaching students with different Agree Disagree

learning needs and abilities.

5. Theory and practice should be more equally Agree Disagree

distributed throughout the NIE teacher training.

6. Pre- and post-conferencing does not happen often Agree Disagree

enough.

7. During TP I have experienced how difficult it is Agree Disagree

to put into practice the theory I have learned.

8. Classroom environments and seating arrangements Agree Disagree

for innovative teaching-learning approaches are difficult to change in existing schools

9. Most schools lack adequate and sufficient Agree Disagree

teaching-learning aids or even materials to make those.

10. The teaching skills handbook has been very Agree Disagree

useful for me during my TP.

VI. Please, choose 2 open questions for more elaborate replies 1. How was your TP different from your apprenticeship period? 2. What did you especially like about your TP period? 3. What kind of support did you miss most during your TP period? 4. What was the most difficult part of TP? 5. What improvements in the TP training phase would you suggest to the NIEs?

(2) NIE-based Teacher Education

I. Please, choose and circle your answer 1. The NIEs have asked for and used my Yes Not sure No

feedback from the apprenticeship period.

2. During NIE-based teacher training we regularly Yes Not sure No

refer back to our apprenticeship training period.

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3. Prospective apprentice teachers (grade 12 Yes Not sure No

graduates) have a chance to talk with us and get advice from us when they come for the interview before going for their apprenticeship period.

4. There is a good balance between theory and Yes Not sure No

practice during the NIE-based pre-service teacher training.

5. I am feeling increasingly confident in teaching the Yes Not sure No

subjects I am supposed to teach.

6. I like working together with another teacher in a team. Yes Not sure No 7. There is a need for improved links between the Yes Not sure No

teacher training curriculum and the school curriculum.

8. Lecturers at the NIE often use different teaching Yes Not sure No

methods when teaching their subjects.

9. The teacher training program at the NIE is Yes Not sure No

overloaded.

10. More micro-teaching is needed to practice different Yes Not sure No

teaching skills.

11. We learn enough about child development Yes Not sure No and child psychology.

12. Most lecturers at the NIE teach with enthusiasm Yes Not sure No

and a good sense of humor.

II. I feel I still need to get more training in (please circle) Team teaching - Active learning - Special education - Behavior management School management - CA – ICT - Multi-grade teaching - Life skills teaching Cooperative learning – others:…

III. What kind of professional support do you feel is needed in terms of: How to teach the curriculum. To help all children understand what you are teaching.