Publication Cover
Culture and Education
Cultura y Educación
Volume 35, 2023 - Issue 4
92
Views
0
CrossRef citations to date
0
Altmetric
Research Article

Cultural factors influencing Bhutanese secondary science teachers’ implementation of action research (Factores culturales que influyen en la práctica de la investigación acción del profesorado de ciencias de un centro de secundaria de Bután)

Pages 905-937 | Received 22 Apr 2022, Accepted 21 Mar 2023, Published online: 11 Dec 2023

References / Referencias

  • Borja, J. M. D. (2018). Teacher action research: Its difficulties and implications. Humanities & Social Science Reviews, 6(1), 29–35. https://doi.org/10.18510/hssr.2018.616
  • Buaraphan, K. (2016). The development of qualitative classroom action research workshop for in-service teachers. Asia-Pacific Forum on Science Learning and Teaching, 17(1), 1–11.
  • Burns, A. (2010). Doing action research in English language teaching. New Routledge.
  • Capobianco, B. M., & Feldman, A. (2010). Repositioning teacher action research in science teacher education. Journal of Science Teacher Education, 21(8), 909–915. https://doi.org/10.1007/s10972-010-9219-7
  • Childs, A., Tenzin, W., Johnson, D., & Ramachandran, K. (2012). Science education in Bhutan: Issues and challenges. International Journal of Science Education, 34(3), 375–400. https://doi.org/10.1080/09500693.2011.626461
  • Chowdhury, R. (2018). Collaborative partnerships within communities of practice: The need for school-based action research in Bangladesh. In R. Chowdhury, M. Sarkar, F. Mojumder, & M. Roshid(Eds.), Engaging in educational research: Education in the Asia-Pacific Region: Issues, concerns and prospects. (Vol. 44, pp. 159–178). Springer. https://doi.org/10.1007/978-981-13-0708-9_9
  • Cochran-Smith, M., & Lytle, S. L. (1993). Inside/outside: Teacher research and knowledge. Teachers College Press.
  • Dean, B. L. (2006). Action research: A viable alternative for in-service teacher professional development. Quality in education. Teaching and Leadership in Challenging Times, 1, 129–155. https://ecommons.aku.edu/book_chapters/62
  • Domingos-Grilo, P., Reis-Grilo, C., Ruiz, C., & Mellado, V. (2012). An action-research programme with secondary education teachers on teaching and learning photosynthesis. Journal of Biological Education, 46(2), 72–80. https://doi.org/10.1080/00219266.2011.587522
  • Dosemagen, D. M., & Schwalbach, E. M. (2019). Legitimacy of and value in action research. In C. A. Mertler (Ed.), The wiley handbook of action research in education (pp. 161–183). Wiley.
  • Dukpa, Z. (2016). The history and development of monastic education in Bhutan. In M. J. Schuelka, & T. W. Maxwell (Eds.), Education in Bhutan: culture, schooling and gross national happiness. (pp. 39–55). Springer. https://doi.org/10.1007/978-981-10-1649-3_3
  • Eilks, I., & Markic, S. (2011). Effects of a long-term participatory action research project on science teachers’ professional development. Eurasia Journal of Mathematics, Science and Technology Education, 7(3), 149–160. https://doi.org/10.12973/ejmste/75196
  • Eisenhardt, K. M. (1989). Building theories from case study research. Academy of Management Review, 14(4), 532–550. https://doi.org/10.2307/258557
  • Erba, B. H. (2013). The practice and challenges in conducting action research: The case of Sululta secondary school [Unpublished master’s thesis]. Addis Ababa University.
  • Fazio, X., & Melville, W. (2008). Science teacher development through collaborative action research. Teacher Development, 12(3), 193–209.http://dx.doi.org/10.1080/13664530802259222
  • Fiske, A. P. (2002). Using individualism and collectivism to compare cultures–A critique of the validity and measurement of the constructs: Comment on Oyserman et al. (2002). Psychological Bulletin, 128(1), 78–88. https://doi.org/10.1037/0033-2909.128.1.78
  • Hajar, S. (2017). The complexities of implementing classroom-based action research in a remote school in Indonesia [Unpublished doctoral dissertation]. The University of Queensland.
  • Hasse, C. (2015). An anthropology of learning: On nested frictions in cultural ecology. Springer.
  • Hofstede, G. (1991). Cultures and organisations: Software of the mind. McGraw-Hill Publishing.
  • Kemmis, S., & McTaggart, R. (1988). The action research planner. (3rd ed.). Deakin University Press.
  • Kemmis, S., McTaggart, R., & Nixon, R. (2014). The action research planner: Doing critical participatory action research. Springer. http://dx.doi.org/10.1007/978-981-4560-67-2
  • Kijkuakul, S. (2019). Professional changes of primary science teachers: Experience in collaborative action research in Thailand. Asia-Pacific Science Education, 5(1), 1–22. https://doi.org/10.1186/s41029-019-0030-2
  • Kinga, S. (2001). The attributes and values of folk and popular songs. Journal of Bhutan Studies, 3(1), 134–175.
  • Lebak, K., & Tinsley, R. (2010). Can inquiry and reflection be contagious? Science teachers, students, and action research. Journal of Science Teacher Education, 21(8), 953–970. https://doi.org/10.1007/s10972-010-9216-x
  • Lewin, K. (1946). Action research and minority problems. Journal of Social Issues, 2(4), 34–46. https://doi.org/10.1111/j.1540-4560.1946.tb02295.x
  • Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage Publications.
  • Maxwell, T. W. (2003). Action research for Bhutan. Rabsel: The Cerd Educational Journal, 3, 1–20. http://journal.pce.edu.bt/index.php/rabsel/issue/view/22/23
  • Mills, G. E. (2003). Action research: A guide for the teacher researcher. Merrill Prentice Hall Publisher.
  • Ministry of Education. (2012). Educating for GNH: A training manual.
  • Ministry of Education. (2013). In-service education and training (INSET) master plan.
  • Ministry of Education. (2014). Bhutan education blueprint 2014-2024.
  • Ministry of Education. (2019). Bhutan professional standards for teachers.
  • Ministry of Education. (2022). Science curriculum framework PP-12.
  • Pardhan, H. (2005). Action research for female science teacher development: Case Pakistan. European Journal of Scientific Research, 6(1), 46–64.
  • Phuntsho, K. (2004). Echoes of ancient ethos: Reflections on some popular Bhutanese social themes. In K. Ura, & S. Kinga (Eds.), The spider and the piglet: Proceedings of the First Seminar on Bhutan Studies (pp. 564–580). Centre for Bhutan Studies.
  • Rabgay, T. (2018). The effect of using cooperative learning methods on tenth grade students’ learning achievement and attitude towards biology. International Journal of Instruction, 11(2), 265–280. https://doi.org/10.12973/iji.2018.11218a
  • Royal Education Council. (2018). A guide to action research: Enhancing professional practice of teachers in Bhutan.
  • Royal Education Council. (2019). Bhutan civics.
  • Ryan, T. (2001). The role of leadership within an action research study of secondary science assessment praxis. IEJLL: International Electronic Journal for Leadership in Learning, 5, 1–11. https://doi.org/10.1080/09650790600975684
  • Salleh, H. (2006). Action research in Singapore education: Constraints and sustainability. Educational Action Research, 14(4), 513–523. https://doi.org/10.1080/09650790600975684
  • Snowball, J. D., & Shackleton, C. M. (2018). Factors enabling and constraining research in a small, research-intensive South African university. Research Evaluation, 27(2), 119–131.
  • Somekh, B., & Zeichner, K. (2009). Action research for educational reform: Remodelling action research theories and practices in local contexts. Educational Action Research, 17(1), 5–21. https://doi.org/10.1080/09650790802667402
  • Sorrells, K., & Nakagawa, G. (2008). Intercultural communication praxis and the struggle for social responsibility and social justice. In O. Swartz (Ed.), Transformative Communication Studies: Culture, Hierarchy and the Human Condition (pp. 17–44). Troubador.
  • Strauss, A., & Corbin, J. (1998). Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage Publications.
  • Taylor, E. B. (1871). Primitive Culture: Researches into the development of mythology, philosophy, religion, language, art and custom (2nd ed.). John Murray.
  • Tinker-Sachs, G. (2000). Teacher and researcher autonomy in action research. Prospect: A Journal of Australian TESOL, 15(3), 35–51.
  • Ulla, M. B., Barrera, K. B., & Acompanado, M. M. (2017). Philippine classroom teachers as researchers: Teachers’ perceptions, motivations, and challenges. Australian Journal of Teacher Education, 42(11), 52–64. http://dx.doi.org/10.14221/ajte.2017v42n11.4
  • Wangmo, T., & Choden, K. (2011). The education system in Bhutan from 747 AD to the first decade of the twenty-first century. In Y. Zhao, J. Lei, G. Li, M. F. He, K. Okano, N. Megahed, D. Gamage, & H. Ramanathan (Eds.), Handbook of Asian education: A cultural perspective (pp. 442–451). Routledge.
  • Whitecross, R. W. (2008). Transgressing the law: Karma, theft and its punishment. Revue d’études tibétaines, 13, 45–74. http://researchrepository.napier.ac.uk/id/eprint/8099
  • Whitecross, R. W. (2017). Law, “tradition” and legitimacy: Contesting driglam namzha. In J. D. Schmidt (Ed.), Development challenges in Bhutan: Perspectives on inequality and gross national happiness (pp. 115–134). Springer. https://doi.org/10.1007/978-3-319-47925-5_7
  • Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage Publications.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.