Teachers’ preparedness to teach environmental science in Bhutan

Kishore Mongar

doi:10.29333/ejmste/12454

Full Text (PDF)

Kishore Mongar ¹ ² ^*

More Detail

¹ University of New England, Armidale, AUSTRALIA² Samtse College of Education, Royal University of Bhutan, Samtse, BHUTAN^* Corresponding Author

Abstract

Environmental science (ES) was introduced in Bhutan as an optional school subject for classes IX-XII to equip young people with the knowledge, values, and skills to protect the environment and promote sustainable and equitable use of natural resources in the pursuit of gross national happiness. Teachers are believed to play a crucial role in the effective implementation of ES, and this paper analyses Bhutanese teachers’ views on how well they have been prepared to implement ES. The interview data from 14 teachers and six principals showed that limited qualifications and professional development in teaching ES have resulted in lack of confidence in teaching ES, lack of pedagogical content knowledge, and lack of clarity about the ES objectives. These results suggest integrating more knowledge about education for sustainable development (ESD) into teacher education program to adequately prepare teachers to teach ES if required and integrate ESD principles into other subjects.

Keywords

Bhutan
environmental science
education for sustainable development
professional development
teacher training
gross national happiness

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2022, Volume 18, Issue 10, Article No: em2166

https://doi.org/10.29333/ejmste/12454

Publication date: 13 Sep 2022

Article Views: 1107

Article Downloads: 660

Open Access References How to cite this article

References

Ally, M. (2004). Foundations of educational theory for online learning. Theory and Practice of Online Learning, 2, 15-44.
Arnold, J., & Mundy, B. (2020). Praxis pedagogy in teacher education. Smart Learning Environments, 7(1), 1-14. https://doi.org/10.1186/s40561-020-0116-z
Ary, D., Jacobs, L., Razevieh, A., & Sorensen, C. (2009). Introduction to research in education. Wadsworth.
Barnes, J. (2015). Cross-curricular learning. SAGE.
Brinkmann, S., & Kvale, S. (2018). Doing interviews (Vol. 2). Sage. https://doi.org/10.4135/9781529716665
Bryman, A. (2016). Social Research Methods. Oxford University Press.
Cassell, C., & Symon, G. (2004). Essential guide to qualitative methods in organizational research. Sage. https://doi.org/10.4135/9781446280119
Cohen, L., Manion, L., & Morrison, K. (2018). Research Methods in Education. Routledge. https://doi.org/10.4324/9781315456539
Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. SAGE.
DCRD & RSPN. (2013). Environmental science curriculum framework: Classes PP-XII. Ministry of Education.
Effeney, G., & Davis, J. (2013). Education for sustainability: A case study of preservice primary teachers’ knowledge and efficacy. Australian Journal of Teacher Education, 38(5), 32-46. https://doi.org/10.14221/ajte.2013v38n5.4
Elliott, S., & Davis, J. M. (2018b). Challenging taken-for-granted ideas in early childhood education: A critique of Bronfenbrenner’s ecological systems theory in the age of Post-Humanism. In A. Cutter-Mackenzie-Knowles, K. Malone, & E. B. Hacking (Eds.), Research Handbook of Childhoodnature. (pp. 1-36). Springer.
Elo, S., & Kyngäs, H. (2008). The qualitative content analysis process. Journal of Advanced Nursing, 62(1), 107-115. https://doi.org/10.1111/j.1365-2648.2007.04569.x
Evans, N., Tomas, L., & Woods, C. (2016). Impact of sustainability pedagogies on pre-service teachers’ self-efficacy. Journal of Education for Sustainable Development, 10(2), 243-261. https://doi.org/10.1177/0973408216650953
Ferreira, J.-A., Davis, J., & Stevenson, R. B. (2016). Embedding EfS in teacher education through a multi-level systems approach: Lessons from Queensland. Australian Journal of Environmental Education, 32(01), 65-79. https://doi.org/10.1017/aee.2015.47
Ferreira, J.-A., Ryan, L., & Tilbury, D. (2007). Planning for success: Factors influencing change in teacher education. Australian Journal of Environmental Education, 23, 45-55. https://doi.org/10.1017/S0814062600000707
Geijsel, F. P., Sleegers, P. J., Stoel, R. D., & Krüger, M. L. (2009). The effect of teacher psychological and school organizational and leadership factors on teachers’ professional learning in Dutch schools. The Elementary School Journal, 109(4), 406-427. https://doi.org/10.1086/593940
GNHC. (2019). Twelfth five-year plan 2018-2023. Gross National Happiness Commission, Thimphu.
Guskey, T. R. (2003). What makes professional development effective? Phi Delta Kappan, 84(10), 748-750. https://doi.org/10.1177/003172170308401007
Hobbs, L., du Plessis, A. E., Quinn, F., & Rochette, E. (2019). Examining the complexity of the out-of-field teacher experience through multiple theoretical lenses. In L. Hobbs, & G. Torner (Eds.), Examining the phenomenon of “teaching out-of-field” (pp. 87-128). Springer. https://doi.org/10.1007/978-981-13-3366-8_4
Jensen, B. B. (2004). Environmental and health education viewed from an action‐oriented perspective: A case from Denmark. Journal of Curriculum Studies, 36(4), 405-425. https://doi.org/10.1080/0022027032000167235
Langelotz, L. (2017). Collegial mentoring for professional development. In K. Mahon, S. Francisco, & S. Kemmis (Eds.), Exploring education and professional practice (pp. 139-149). Springer. https://doi.org/10.1007/978-981-10-2219-7_8
Leech, N. L., & Onwuegbuzie, A. J. (2011). Beyond constant comparison qualitative data analysis: Using NVivo. School Psychology Quarterly, 26(1), 70. https://doi.org/10.1037/a0022711
Littledyke, M. (1997). Science education for environmental education? Primary teacher perspectives and practices. British Educational Research Journal, 23(5), 641-659. https://doi.org/10.1080/0141192970230507
McLoughlin, C., Patel, K. D., O’Callaghan, T., & Reeves, S. (2018). The use of virtual communities of practice to improve interprofessional collaboration and education: Findings from an integrated review. Journal of Interprofessional Care, 32(2), 136-142. https://doi.org/10.1080/13561820.2017.1377692
Miles, R., Harrison, L., & Cutter-Mackenzie, A. (2006). Teacher education: A diluted environmental education experience. Australian Journal of Environmental Education, 22(1), 49-59. https://doi.org/10.1017/S0814062600001658
Minichiello, V., Aroni, R., & Hays, T. (2008). In-depth interviewing: Principles, techniques, analysis. Pearson Education Australia.
MoE. (2009). National education framework: Curricular perspective. Ministry of Education.
MoE. (2013). Environmental science: Class nine. Royal Education Council and Royal Society for Protection of Nature, Ministry of Education.
Musset, P. (2010). Initial teacher education and continuing training policies in a comparative perspective: Current practices in OECD countries and a literature review on potential effects. OECD Publishing.
Pass, S. (2004). Parallel paths to constructivism: Jean Piaget and Lev Vygotsky. Information Age Publishing.
Polit, D. F., & Beck, C. T. (2006). Essentials of nursing research: Methods, appraisal, and utilization. Lippincott Williams & Wilkins.
Powdyel, T. (2005). The Bhutanese education assessment experience: Some reflections. Prospects, 35(1), 45-57. https://doi.org/10.1007/s11125-005-6817-9
Raath, S., & Hay, A. (2019). Preservice geography students’ exposure to systems thinking and cooperative learning in environmental education. Journal of Geography, 118(2), 66-76. https://doi.org/10.1080/00221341.2018.1516231
RGoB. (1999). Bhutan 2020: Vision for peace, prosperity and happiness. Planning Commission, Royal Government of Bhutan. https://www.greengrowthknowledge.org/sites/default/files/downloads/policy-database/Bhutan%20Vision%202020%20I.pdf
Rives-East, D., & Lima, O. K. (2013). Designing interdisciplinary science/humanities courses: Challenges and solutions. College Teaching, 61(3), 100-106. https://doi.org/10.1080/87567555.2012.752339
Rowe, D. (2007). Education for a sustainable future. Science, 317(5836), 323-324. https://doi.org/10.1126/science.1143552
Rytivaara, A., Pulkkinen, J., & de Bruin, C. L. (2019). Committing, engaging and negotiating: Teachers’ stories about creating shared spaces for co-teaching. Teaching and Teacher Education, 83, 225-235. https://doi.org/10.1016/j.tate.2019.04.013
Schuelka, M. J., & Maxwell, T. (2016a). Education in Bhutan: Culture, schooling and gross national happiness. Springer.
Sobel, D. (1996). Beyond ecophobia. Orion Society.
Spiropoulou, D., Antonakaki, T., Kontaxaki, S., & Bouras, S. (2007). Primary teachers’ literacy and attitudes on education for sustainable development. Journal of Science Education and Technology, 16(5), 443-450. https://doi.org/10.1007/s10956-007-9061-7
Tilbury, D., & Wortman, D. (2005). Whole school approaches to sustainability. Geographical Education, 18, 22-30. https://doi.org/10.3316/informit.685444834698434
Timperley, H., Wilson, A., Barrar, H., & Fung, I. (2008). Teacher professional learning and development. International Academy of Education.
Tomas, L., Girgenti, S., & Jackson, C. (2017). Pre-service teachers’ attitudes toward education for sustainability and its relevance to their learning: Implications for pedagogical practice. Environmental Education Research, 23(3), 324-347. https://doi.org/10.1080/13504622.2015.1109065
UNECE. (2016). Ten years of the UNECE strategy for education for sustainable development: Evaluation report on the implementation of the UNECE strategy for education for sustainable development from 2005 to 2015. United Nations. https://unece.org/environment-policy/publications/10-years-unece-strategy-education-sustainable-development
UNESCO. (2002). Education for sustainability: From Rio to Johannesburg: Lessons learnt from a decade of commitment. https://unesdoc.unesco.org/ark:/48223/pf0000127100
UNESCO. (2005). United Nations decade of sustainable development (2005-2014): International implementation scheme. https://unesdoc.unesco.org/ark:/48223/pf0000148654
UNESCO. (2012). Shaping the education of tomorrow: 2012 report on the UN decades of education for sustainable development, Abridged. https://unesdoc.unesco.org/ark:/48223/pf0000216472
UNESCO. (2014). EFA global monitoring report. Teaching and learning: Achieving quality for all. https://en.unesco.org/gem-report/report/2014/teaching-and-learning-achieving-quality-all
UNESCO. (2016). Education for people and planet: Creating sustainable futures for all. https://en.unesco.org/gem-report/report/2016/education-people-and-planet-creating-sustainable-futures-all
UNESCO. (2017). Education for sustainable development goals: Learning objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444
UNESCO. (2018). Guidebook on education for sustainable development for educators: Effective teaching and learning in teacher education institutions in Africa. https://unesdoc.unesco.org/ark:/48223/pf0000367474
UNESCO-UNEP. (1977). The Tbilisi Declaration. https://www.gdrc.org/uem/ee/tbilisi.html
Wan, S. W. Y. (2016). Differentiated instruction: Hong Kong prospective teachers’ teaching efficacy and beliefs. Teachers and Teaching, 22(2), 148-176. https://doi.org/10.1080/13540602.2015.1055435

How to cite this article

APA

Mongar, K. (2022). Teachers’ preparedness to teach environmental science in Bhutan. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2166. https://doi.org/10.29333/ejmste/12454

Vancouver

Mongar K. Teachers’ preparedness to teach environmental science in Bhutan. EURASIA J Math Sci Tech Ed. 2022;18(10):em2166. https://doi.org/10.29333/ejmste/12454

AMA

Mongar K. Teachers’ preparedness to teach environmental science in Bhutan. EURASIA J Math Sci Tech Ed. 2022;18(10), em2166. https://doi.org/10.29333/ejmste/12454

Chicago

Mongar, Kishore. "Teachers’ preparedness to teach environmental science in Bhutan". Eurasia Journal of Mathematics, Science and Technology Education 2022 18 no. 10 (2022): em2166. https://doi.org/10.29333/ejmste/12454

Harvard

Mongar, K. (2022). Teachers’ preparedness to teach environmental science in Bhutan. Eurasia Journal of Mathematics, Science and Technology Education, 18(10), em2166. https://doi.org/10.29333/ejmste/12454

MLA

Mongar, Kishore "Teachers’ preparedness to teach environmental science in Bhutan". Eurasia Journal of Mathematics, Science and Technology Education, vol. 18, no. 10, 2022, em2166. https://doi.org/10.29333/ejmste/12454