Dr. Sonam Daker, Asst. Professor

Philosophy of teaching and learning:

Sonam Daker (PhD) is an Assistant Professor in the Department of Language Education, Samtse College of Education, Royal University of Bhutan.  She teaches English studies and also professional studies modules like teaching skills and strategies, curriculum studies and contemplative education.

She was actively involved in programme developments and served as the programme leader for the Bachelor in primary education (both for in-service and pre-service programmes) and the coordinator for the lead teachers’ certificate course in English for the in-service teachers.

She has authored and co-authored peer reviewed articles and book chapters and delivered talks in the field of education.

She believes in being a passionate reflective classroom practitioner.  Her pedagogic research focus on reflective and contemplative teaching practices to enrich teaching and learning. Her interests also include teaching and learning with focus on compassion and mindfulness.

Presently, she is the programme leader for the M.Ed. in English.

Academic/Educational Qualification:

PhD in Education (India, 2018)

MA in Contemplative Education (Naropa University, USA, 2014)

M.Ed in C& I (English)  (UNB, Canada, 1996)

B.Ed in English & History (NIE Samtse, 1991))

Certificate in Primary Teacher Training (NIE Samtse, 1986).

Professional experience:

  • Development of M.Ed in English APRC, PQC and Validation documents (2019)
  • Participation in the National Conference on Social and Behaviour Change communication for North Eastern Region at Don Bosco University, Guwahati, India (2019)
  • Development of M.Ed. in English module, ‘The Writing Workshop’ (2018)
  • Development of Field Work Handbook for BA in Social Work, ADBU, Guwahati, India, 2018
  • Development of Self Instruction Handbook for the modules ‘English across the curriculum’ and ‘Reading and Writing in Upper primary’ (2011- 12)
  • Development of the Validation Document for the 4-year Bachelor in Primary education programme (2009).
  • Certificate course in Action Research and Special Education, UNE, Australia (2007)
  • 5-8 English Curriculum material selection and development, Paro (2006)
  • Attachment for developing two modules (Teaching English as a foreign language & English across the Curriculum’ for Primary English Lead teachers certificate course, UNB, Canada (2006)
  • Jolly Phonics Workshop, UNB, Canada (2006)

Multi–grade Curriculum Mapping-PP-VI, Paro (2005)

  • PP-XII English Curriculum Review and Reform, Paro (2004)
  • Field attachment on Multi-Grade Teaching, UNE, Australia, (2003)
  • Workshop Organization and Delivery of ICT-supported distance learning, UOT, Jakarta: Indonesia (2002)
  • Seminar on Management and delivery-open university, Delhi, India (2001)

Publications:

Book chapters 

  • Lhamo, J., Gayphel, K., Rinchen, S., & Daker, S (2017). Dynamics of Mindfulness for purposeful living. In M. Powietrzynska & K. Tobin (Eds.). Weaving Complementary Knowledge Systems and Mindfulness to Educate a literate Citizenry for Sustainable and Healthy lives ( 73-88). Rotterdam: Sense Publishers.
  • Daker, S., Lhamo, J., & Rinchen, S (2016). Meditation: A Jewel for Reflective Teaching. In M. Powietrzynska & K. Tobin (Eds.). Mindfulness and educating citizens for everyday life (pp. 73-88). Rotterdam: Sense Publishers.

Journal articles 

  • , Gyeltshen, T., Daker, S., Wangmo., Lethro, D., Gyeltshen, S (2019). Communicative competence of secondary school students in Bhutan. Submitted for publication in Asian Journal of Communication, Singapore
  • Daker, S & Latchanna, G, (2018). Contemplative teaching: An Impact study in the Royal University of Bhutan. Andhra University Journal of Humanities & Management. Volume 4, Issue 1 & 2, pp. 24-28
  • Daker,S. & Latchanna, G (2017). A Lived experience in befriending emotion, Deep listening and Mindful Speech: An Auto ethnographic study. International Education and Research Journal. Vol.3, No.1, pp. 24-28.
  • Latchanna, G.& Daker, S. (2016). A Study of Reflective Teaching Practices in the Bhutanese Secondary schools. International Education and Research Journal. Vol.2, No.10, pp. 21-24.

Current research engagement:

  • The Relationship between Emotional Intelligence and Well-being in Women Academicians of Royal University of Bhutan.

 

  • Perspectives on the initiative of promoting Class X students to Class XI without a cutoff point?

Research interest:

Reflective and Contemplative practices

Teacher professional development

Mindfulness in Education

Email address:

saker.sce@rub.edu.bt