Dr. Kinley Seden, Lecturer

Philosophy

My philosophy of teaching and learning is fundamentally rooted in the Cogen approach, which emphasizes collaborative dialogue and shared responsibility in the learning process. I believe that education should be a co-creative experience where students and educators work together to construct knowledge, foster critical thinking, and cultivate a sense of community.

In addition to the Cogen approach, I embrace the Capability Approach, which emphasizes empowering students to realize their full potential and pursue their goals. This empowerment is essential for thriving in both academic and personal spheres.

Academic/Educational Qualification:

  • PhD in Education (Masaryk University. The Czech Republic and Evtos Lorand University, Hungary, 2019)
  • MA in Economic Studies (Australia, 2005); PGCE (NIE Samtse, 2001)

Professional Service (Invited trainer/panel) 

Has provided knowledge-based services whenever possible.

  • As a member of the PgDE Committee for Samtse College of Education, reviewed the programme for Postgraduate Diploma in Education (2010).
  • As a member of the PgDHE Committee for Samtse College of Education, developed the programme for Postgraduate Diploma in Higher Education (2010).
  • Resource person for Workshop on Life Skills: Comprehensive Sexuality Education organized by UNFPA for university student leaders and hostel provosts (June 2015)
  • Resource person for Workshop on Life Skills: Comprehensive Sexuality Education organized by Samtse College of Education (December 2013-14)
  • Gave a lecture on Stimulus Variation, Rinchen Higher Secondary School, Thimphu (May 2014).
  • Gave a talk on ‘Lecture Method’, session ran as part of ‘Orientation of New Staff to the Royal University of Bhutan’ (December 2014).
  • Resourced a session on Assessment, a session ran as part of learning and development programmes for teachers, Jigme Namgyal Lower secondary school (May,2019).
  • Resourced a session for SCE faculty on Groupwork assessment framework
  • 
Scholarships/Awards
  • European Doctorate in Teacher Education (EDiTE), Masaryk University, 2016-2019  www.edite.eu
  • Comprehensive Sexuality Education Training workshop, Bangkok, Thailand (2014)
  • Australian Leadership Award Fellow, University of New England (Australia), 2013
  • Comprehensive Sexuality Education Training workshop, Bangkok, (Thailand), 2013
  • Curriculum and Assessment, Institute for curriculum development (SLO) and CITO, The Netherlands, 2012
  • CRPP (Redesigning Pedagogy-Culture, Knowledge &Understanding, N.I.E, (Singapore), 2006
  • RGoB scholarship under STEP programme for Master study, University of New England, (Australia), 2004

Programme Development

  • Developed a course called curriculum theory for Postgraduate Diploma in Higher Education (2013)
  • Participated in the development of programme called Postgraduate Certificate/Diploma in Higher Education
  • Developed course modules ECE501 and 503 (Economics Education I and II), CUS503 (Curriculum Design and Evaluation in Higher Education), CUS401 (Curriculum Studies)
  • Participated in the development of Bhutan Baccalaureate Curriculum Framework (2022)

Teaching

  • RES505: Educational Research Methods (M.Ed)
  • ECE501: Economics Education I
  • ECE602: Economics Education II

Non-Teaching

  • Dean Research and Industrial Linkages
  • Member of College Research Committee
  • Member of Centre for Innovation in Educational Practice and Research
  • Engaged in Department of Arts and Humanities Education Departmental activities
  • Engaged in PgDE Programme activities
  • Engaged in M.Ed programme activities

Membership in External Bodies

  • Editorial Board Member of Journal of International Society for Teacher Education (2023)
  • Reviewer of Journal of Educational Innovation and Practice (Since 2019)
  • Reviewer of Vietnam Journal of Educational Sciences
  • Reviewer of RABSEL: The CERD Educational Journal
  • Member of ISfTE: International Society for Teacher Education (Since January 2022)

Publications

Journal Article

Gombu, P., Utha, K., & Seden, K. (2022). Effectiveness of Backward Design Lesson

Planning in Teaching and Learning Physics: A Case Study. International Journal of English Literature and Social Sciences (IJELS), 2014, 20.

https://ijels.com/complete-issue/IJELS-Sep-Oct-2022-Issue-Complete-Issue-(v7i5).pdf#page=27

 Maxwell, T., & et al. (2014). Experience of becoming and being academic women in Bhutan. Bhutan

Journal of Research and Development, pp. 1-19. http://www.rub.edu.bt/index.php/journals/116-bjrd-autumn-2015-vol-4-no-2

Penjor, T., Utha, K., & Seden, K. (2022). Effectiveness of Simulation in Teaching

Geometrical Optics. International Journal of English Literature and Social Sciences, 7(5), 088-094. https://www.researchgate.net/profile/Tshering-Penjor-3/publication/364196045_Effectiveness_of_Simulation_in_Teaching_Geometrical_Optics/links/633e6ec6ff870c55ce0467e6/Effectiveness-of-Simulation-in-Teaching-Geometrical-Optics.pdf

Seden, K., Dorji,T., Yangdon, Y., Wangmo, K., & Rinchen, S. (2024). Scaling Teacher

Professional Development in Bhutan: KIX EMAP Learning Cycle Case Study, KIX EMAP. https://resources.norrag.org/resource/843/scaling-teacher-professional-development-in-bhutan

 Seden, K. (2023). Effects of self-assessment on economics students’ evaluative skills. New

Zealand Council for Educational Research, 1-27. https://doi.org/10.18296/am.0064

Seden, K. & Yangdon (2023). Opportunities and Challenges of women academics of Samtse

College of Education. ACCESS: Contemporary Issues in Education, 43(1), 1-9. https://doi.org/10.46786/ac23.1111

Seden, K. & Svaricek, R. (2018). Teacher Subjectivity Regarding Assessment: Exploring EFL

teachers’ beliefs about assessment that influence student learning. Centre for Educational Policy Studies Journal, 8(3), 119-139.

https://doi.org/10.26529/cepsj.500

 Seden, K., & Svaricek, R. (2019). English as a foreign language (EFL) teachers’ perceptions

of fair assessment. Education Sciences Journal, 20-30. https://ojs.elte.hu/nevelestudomany/article/view/6659

 Seden, K. & Svaricek, R. (2018). English as a Foreign Language teachers’ perception of feedback

in relation to learning. Journal of International Society for Teacher Education, 22(2), 36-46. https://eric.ed.gov/?id=EJ1237546

 Seden, K, Maxwell, T & Rinchen, S. (2016). Enhancing Reflective Writing Skills of Pre-service

B.Ed. Secondary Science Student Teachers: An action research study in Bhutan. International Journal of Teacher Education, 1(1), 1-18.

http://www.trpubonline.com/journals.php

Seden, K, Willert, S, Dorji & Dorji, K. (2019). Impact of mother’s education on the academic

achievement of their children in Three Lower and Secondary Schools of Samtse

Dzongkhag: An Enquiry. Bhutan Journal of Research Development, 1-19. http://103.133.216.36/index.php/bjrd/article/view/65

Seden, K, Dorji, K, Wangmo, S. & Wamgmo, W. (2020). Impact of Classroom Wellbeing on

Student Learning. Journal of International Society for Teacher Education, 20(2), 30-44. https://eric.ed.gov/?id=EJ1304484

 Seden, K., Dorji, R., Lhapchu, & Wangchuk, T. (2022). Opportunities and Challenges of Online

Teaching: A convergent mixed method study on the implementation of online teaching in the colleges of the Royal University of Bhutan, Vietnam Journal of Educational Sciences, 18(2), 1-20. https://doi.org/10.15625/2615-8957/22210201

Seden, K., Rai, R. D., Norbu, P., Dema, D., & Misrra, B. R.  (2022). Integration of 21st century

skills in the Bhutanese curriculum. KIX EAP Hub/ NORRAG. https://mail.google.com/mail/u/0/#search/paper+presentation+KIX?projector=1

Seden, K, Gyamtso, C, D, & Gayphel, K. (2022). Psychological well-being of college

students in The Royal University of Bhutan: a case study, Vietnam Journal of Educational Sciences, 18(3), 65-80.

http://vjes.edu.vn/psychological-well-being-college-students-royal-university-bhutan-case-study

Tshering, K., Seden, k, & Utha, K. (2022). Exploring Physics teachers’ reflective practices and

the challenges. Vietnam Journal of Educational Sciences, 18(3), 1-17. http://vjes.edu.vn/volume-18-issue-3-2022

 Tshering, K., Seden, K., & Tenzin, D. (2022). Physics Teachers’ Reflective Practices in

Middle and Higher Secondary Schools: A Case Study. Asia-Pacific Journal of Educational Management Research, 7(2), 99-112. http://dx.doi.org/10.21742/ajemr.2022.7.2.07

Tenzin, D., Utha, K., & Seden, K. (2023). Effectiveness of simulation, hands-on and a combined

strategy in enhancing conceptual understanding on electric circuit: a comparative study. Research in Science & Technological Education, 1-17. https://doi.org/10.1080/02635143.2023.2202388

Tenzin, D, Seden, K. & Dorji, N. (2021). Exploring the Relationship Between Nutrition and

Academic Learning among Students of Samtse College of Education, Journal of International Society for Teacher Education, 25(1), 59-65.

https://doi.org/10.26522/jiste.v25i2.3669

Wangchuk, P., Seden, K., & Utha, K. (2022). The Study on the Relationship between Students’

Learning Motivation and their Achievement in Physics. Asia-Pacific Journal of Educational Management Research, 7(2), 41-52.

http://dx.doi.org/10.21742/ajemr.2022.7.2.04

 Book Chapters

 Seden, K & Maxwell, T (2016). Gender and Education in Bhutan. In T. Maxwell & M.

Shukla (Eds.), Education in Bhutan: Culture, Schooling and Gross National Happiness. pp. 229-240. Singapore: Springer.

http://www.education.gov.bt/wp-content/uploads/2018/10/Education-in-Bhutan-Culture-Schooling-and-Gross-National-Happiness.pdf

Seden, K. (2019). Developing Teacher Subjective Theories of Assessment. In Schratz, M,

Cervinkova, h, Halasz, G, Pol, M, & Luis, T (Eds.), European Doctorate in Teacher Education: Researching policy and Practice, pp. 137-148.

https://www.researchgate.net/publication/337888255_EUROPEAN_DOCTORATE_IN_TEACHER_EDUCATION_Researching_Policy_and_Practice

Rinchen, S., & Seden, K. (2022). Teacher education in Bhutan: Highlights and Challenges. In M. S.

Khine & Y. Liu (Eds.), Handbook of research on teacher education: Innovations and Practices in Asia, pp. 79-94. Springer.

https://link.springer.com/chapter/10.1007/978-981-16-9785-2_5

Special Issue Book

Utha, K., Yangdon, Seden, K., Tshering, S, & Singer, S. M. (2024). Groupwork Assessment

Framework. Education Innovation and Practice, 8, 1-28.

https://eip.sce.edu.bt/index.php/eip/article/view/137/45

 Seden, K., Tamang, O. T., Gayphel, K., Dorji, K., Kinley., Rai, R., Wangmo, S., Zangmo, S.,

& Rinchen, S. (2024). Gender Equality and Social Inclusion in Bhutan: A Situational Analysis Focused on Children’s Valued Educational Capabilities, Educational Innovation and Practice, 9(1), 1-70.

Current research engagement:

  1. Cogenerative Dialogue
  2. Peer Observation
  3. Gender Equality and Social Inclusion
  4. Constructive Alignment

Awards:

  • European Doctorate in Teacher Education (EDiTE), Masaryk University, 2016-2019

www.edite.eu

  • Extraordinary Scholarship, Masaryk University, (2018)
  • Australian Leadership Award Fellow, University of New England (Australia), 2013
  • Curriculum and Assessment, Institute for curriculum development (SLO) and CITO, The Netherlands, 2012
  • CRPP (Redesigning Pedagogy-Culture, Knowledge &Understanding, N.I.E, (Singapore), 2006

Internal Grants

  • 2020- College Research Stimulus Fund-To explore impact of classroom wellbeing on student learning at Samtse College of Education, (1,26,000).
  • 2021 – College Research Stimulus Fund – To explore effects of self-assessment on student’s evaluative skills, Bhutan (Nu.96,000).
  • 2023- College Research Stimulus Fund-To explore the secondary school teachers’ Professional Development Need (Nu.148,400).
  • 2021 – Annual University Research Grant, Royal University of Bhutan – To explore the opportunities and challenges of online teaching at the colleges of the Royal University of Bhutan (Nu.150,000).
  • 2022- Annual University Research Grant, Royal University of Bhutan-To explore Perceptions of academics of the Royal University of Bhutan on the potential infusion of Educating for Gross National Happiness with Biggs’ Constructive Alignment (Nu. 150,000).

External Grants

  • 2022-Erasmus Plus Mobility Training, funded by Erasmus+-Fund for Bhutan only (Euro 5700).
  • 2024-International Development and Research Fund for KIX project on Promoting Gender Equality and Social Inclusion Building on What Children Value and Aspire to Do and Be (USD 2,26,724).

 Research interest:

  1. Gender equality and social inclusion
  2. Gender and education
  3. Psychology in teaching, learning and assessment
  4. Assessment practices in schools and colleges
  5. Action Research
  6. Professional development

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Email Address: kseden.sce@rub.edu.bt