Gross National Happiness, British Values, and Non-Cognitive Skills: The Role and Perspective of Teachers in Bhutan and England

Autor/inn/en	Schuelka, Matthew J.; Sherab, Kezang; Nidup, Tsering Yangzome
Titel	Gross National Happiness, British Values, and Non-Cognitive Skills: The Role and Perspective of Teachers in Bhutan and England
Quelle	In: Educational Review, 71 (2019) 6, S.748-766 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schuelka, Matthew J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1911
DOI	10.1080/00131911.2018.1474175
Schlagwörter	Foreign Countries; Psychological Patterns; Teacher Role; Teacher Attitudes; Values Education; Teacher Student Relationship; School Culture; Educational Trends; Social Development; Emotional Development; Personality Traits; Nationalism; Comparative Education; Outcomes of Education; Role Models; Cultural Context; Citizenship Education; United Kingdom (England); Bhutan + Suchen Sie Ihr Suchwort? Ausland; Lehrerrolle; Lehrerverhalten; Werterziehung; Teacher student relationships; Lehrer-Schüler-Beziehung; Schulkultur; Schulleben; Bildungsentwicklung; Soziale Entwicklung; Gefühlsbildung; Individual characteristics; Personality characteristic; Persönlichkeitsmerkmal; Nationalismus; Vergleichende Erziehungswissenschaft; Lernleistung; Schulerfolg; Identifikationsfigur; Citizenship; Education; Politische Bildung; Politische Erziehung; Staatsbürgerliche Erziehung
Abstract	One of the fundamental debates in education is on what schools should teach, and in the balance between academic content and the role of the school to teach non-cognitive skills and traits. This article explores how teachers think about, and experience, their roles and responsibilities beyond merely deliverers of curricular academic content. We conducted focus groups and classroom observations of teachers in England and teachers in Bhutan. In each case, we discuss the policy and curricular context surrounding the role of schools to society, and in how this translates to the teachers themselves. In this comparison we found some convergence in the expression of stress to deliver an "over-subscribed" curriculum and in the shared nationalistic goals of some sort of values education being offered, but we also found divergence in how teachers thought about their role and relationship to students, school culture, and if educational trends related to non-cognitive skills should be measured and assessed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01