A culturally relevant action research model for Bhutanese secondary science teachers

ABSTRACT

Action research has gained widespread recognition as a tool to improve teaching practices in many countries, and action research based on Kemmis and McTaggart’s model was recently introduced in Bhutan to raise teaching quality. This study explored how Bhutanese secondary science teachers carried out the process of action research and the factors which supported or constrained them. Focusing on one case study school in Bhutan, data were collected progressively, using interviews, teachers’ diaries, and classroom observations, as three science teachers carried out their first action research project over a period of seven weeks. Data were analysed using the coding procedures of grounded theory. The findings showed that the teachers used a messy process of action research which was not consistent with the linear process depicted in Kemmis and McTaggart’s model. The constraints they faced included concerns about science curriculum coverage, lack of time, inadequate knowledge, the hierarchical education system, and the Buddhist value of Driglam Namzha. However, teachers’ collaboration, motivation, and Buddhist values of Tha Dam Tshig and Zhenphen facilitated their progress. In response to the influence of cultural factors on action research in Bhutan, the study proposes a new context-sensitive model called the Sherig Action Research (SAR) model for Bhutanese teachers.

KEYWORDS:

• Action research
• Bhutan
• culture
• science teaching
• model

Disclosure statement

No potential conflict of interest was reported by the author(s).

Notes

1. We had initially planned to deliver a four-day workshop, but this was reduced to just one day due to time constraints and curriculum coverage concerns.