Maxwell, Thomas W

2010

Since 1993 teachers from rural and remote areas in Bhutan have taken part in capacity building via an out-of-country experience at the University of New England, Australia and in small school communities in the region. Subsequently each participant selected 10 ideas to adopt or adapt in their school on return. From 1998, one or two ideas for improvement were supported by action research. Each year the teachers were taught some basic action research at the University of New England and how to use it as a mechanism for their continuing professional development. More than 80 reports have been prepared over the 10 years. This study analysis a sample of these reports and, together with other available data, addresses the question "What has been the impact of the Bhutanese Multigrade Attachment Program?" - that is, was there evidence of continuing professional development? From the evidence collected, the strategy had an impact upon a majority of those rural and remote teachers from Bhutan who took part. Six reasons for the model not being more successful were identified. Further analysis is recommended.

International Research in Teacher Education: Current Perspectives, p. 123-144

0908244800

9780908244805

https://hdl.handle.net/1959.11/5822

en

Kardoorair Press

1

Ten Years of Capacity Building of Bhutanese Multigrade Teachers: An Initial Analysis of Classroom Action Research Reports and Related Data

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