A Model for Quality Pre-Service Teacher Education in Bhutan

Abstract

This thesis explores pre-service teacher education models that assure quality education for the purpose of proposing a model for Bhutan's Colleges of Education. Perceived decline in the quality of education has been a major concern in Bhutan in the recent decade. The study addresses the issue in question by first reviewing teacher training models at the colleges. The study is positioned in the constructivist paradigm and employed the mixed method approach. Pre-coded 5 point Likert scale questionnaires were administered on a purposely selected sampled of 300 respondents: school principals, officers, and lecturers, working in the Ministry of Education and Royal University of Bhutan. Semi-structured interviews and open comments collected qualitative data. Seven of the respondents also participated as interviewees. Using SPSS, questionnaire data were analyzed but confined to descriptive statistics on the variables of: Age & Position and scales of Agreement & Preference items. Texts from open comments and interviews were analyzed to allow themes, ideas, and patterns to emerge. The major findings surrounding preference of pre-service teacher education models and quality assurance models are highlighted.