Philosophy of teaching and learning:

Each and every individual student has an innate capacity to learn and excel academically and succeed in life. Teachers hold the key to unlock this inherent potential in students by providing the necessary platform that serves as springboard for academic attainments and successes in life. Teachers serve as bedrock of any sound education system and can either make or break an education system.

Every classroom teaching present teachers with an opportunity to continuously reflect on his/her individual professional practices for perpetual growth and development. The influence of a teacher transcends beyond the school environment and therefore, it is highly critical that teachers present themselves as role models both in terms of professional competencies and personal attributes.

Academic/Educational Qualification:

• April, 2018: Doctorate of Philosophy (PhD), University of New England, Armidale, New South Wales, Australia.
• October, 2008: MA/Magistr. in Special Educational Needs, Roehampton University, London, UK, Univerzita Karlova v Praze, Czech republic, and Fontys University of Applied Sciences, The Netherlands.
• May 2000 – May 2002: Ed in Educational Foundations – Human Development and Counselling from the University of New Brunswick, Fredericton, Canada.

• July 1996 – July 1997: Post Graduate Certificate in Education (PGCE), Samtse College of Education, Bhutan.

• June 1995: BA English (Honors), Sherubtse College, Kanglung, Bhutan (Degree awarded by Delhi University, India).

Professional experience:

• September 1, 2018 – Till date: President, Samtse College of Education, Royal University of Bhutan.
• July 2012 – February 2014: Dean of Research and Industrial Linkages, Paro College of Education, Royal University of Bhutan.
• November 2008 – June 2012: Curriculum Officer, Office of the Vice Chancellor, Royal University of Bhutan, Thimphu, Bhutan.
• January 1998–October 2008: Lecturer, Child Development and Educational Psychology, Paro College of Education, Royal University of Bhutan, Bhutan.
• March 2003 – August 2007: Component Manager of Support to Teacher Education Project (STEP), Component II, a Project funded by Swiss Development Agency (SDC), Helvetas.
• January 2003 – August 2007: Program Manager of the first M.Ed Program in Educational Leadership and Management at the Paro College of Education, Royal University of Bhutan.
• January 2002 – June 2004: Course Leader of the Bachelors of Education Program for pre-service Teacher Training Program in the Paro College of Education, Royal University of Bhutan.
• August 1997 – December 1998: Teacher (English & History), Ugyen Dorji High School, Haa, Bhutan.
• November 1995-July 1997: Teacher (English & General Subjects), Rangthangwoong Lower Secondary School, Trashiyangtse.

Current responsibilities:

• Overseeing the overall management and administration of the College on a daily basis and providing a leadership for the growth and development of the College as a teacher education institution.

Membership in External Bodies:

• Member of the Academic Board, Royal University of Bhutan
• Member of the Teacher Education Development Board, MoE, Bhutan
• Curriculum and Technical Advisory Board, Royal Education Council

Publications:

1. Dorji, R., Bailey, J., Paterson, D., & Miller, J. (2019). Bhutanese teachers’ attitudes towards inclusive education. International Journal of Inclusive Education,1-20, DOI: 10.1080/13603116.2018.1563645
2. Bannister-Tyrrell, M. L., Mavropoulou, S., Jones, M., Bailey, J., O’Donnell-Ostini, A., & Dorji, R. (2018). Initial Teacher Preparation for Teaching Students with Exceptionalities: Pre-service Teachers’ Knowledge and Perceived Competence. Australian Journal of Teacher Education, 43(6), pp.19-34.
3. Dorji, R. (2017). An investigation of attitudes and experiences of implementing inclusive education in Bhutan: Perspectives of teachers, principals, and past students (PhD Thesis). University of New England, Armidale, NSW, Australia.
4. Dorji, R & Schuelka, M. J (2016). Children with disabilities in Bhutan: Transitioning from special educational needs to inclusive education. In T. W. Maxwell & M. J. Schuelka (Eds.), Education in Bhutan – From the Buddhist monastery to Gross National Happiness Education. Springer.
5. Dorji, R (2015). Exploring ‘disability’ and ‘inclusive education’ in the context of Bhutanese education. Bhutan Journal of Research & Development, 4(1), 1-16.
6. Dorji, R (2015). Teaching social skills to children with autistic spectrum disorder: A case study of selected mainstream primary schools in the borough of London, UK. RABSEL – The CERD Educational Journal, 16(2), 18-36.
7. Dorji, R (2006). Integrating Child Friendly School concept into the Teacher Education Curriculum in Bhutan. EENET Asia Newsletter, Issue 2, pp. 30-32.
8. Dorji, R (2006). Citizenship Development through Physical Education and Sports. In National Institute of Education, Paro (2006), Education through sports and physical activities, pp. 47-70. Thimphu: KMT Printing Press.
9. National Institute of Education, Paro & Samtse, & SDC Helvetas Bhutan (2005). “Moments of Truth” – A Baseline Study on the Effectiveness of the different phases of Teacher Training. Thimphu: Kuensel Corporation Ltd. (Contributed in the data collection and writing the report as a Project Manager).
10. Dorji, R (2004). Experience of Beginning Elementary School Teachers in Dealing with Classroom Disruptive Behaviours in Schools in Bhutan. RABSEL – The CERD Educational Journal, 5, 1-67.

Current research engagement:

NIL

Awards:

1. UNE International Students’ Award to attend the 2016 Council of International Students Australia (CISA) Conference in Darwin, Northern Territory, Australia.
2. The Lee Mills Teacher Education Encouragement Award 2015 by the Australian Association of Special Education (AASE) Inc. NSW Chapter.
3. University of New England International Postgraduate Research Award, 2013-2017.
4. Australia Awards Fellow for Capacity Building for Leadership in Higher Education in Bhutan, 2013.
5. Erasmus Mundus Scholarship Award for MA in Special Education for 2007-2008 by the European Union.

Research interest:

• Inclusive education
• Teacher education
• Teacher morale and motivation
• Teacher empowerment
• Teacher and student wellbeing
• Citizenship education
• Disability and education
• Mindfulness and contemplative education

Email address: rinchendorji.sce@rub.edu.bt