Dr. Kinely Seden, Lecturer

Philosophy of teaching and learning:

My philosophy of teaching and learning is to enhance constructive classroom environment (CLE) as ensuring CLE can promote learning. With the focus on enhancing CLE, I plan to use teaching, learning, and assessment approaches that is inclusive and diverse in nature.

I also believe that caring and supporting climate results in greater learning for students. Therefore, I believe in the principle of differentiated instructional and assessment practices.

Offering choice and involving students in the Teaching, Learning, and Assessment activities (TLA) are essential component of my TLA practices as I strongly strive for transparency in my TLA processes.

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); BA (India, 2000).

Professional experience:

Developed programmes and procedures for the enhancement of teaching, and learning in the Royal University of Bhutan.

  • Led the development of a course called Economics Education for Postgraduate Diploma in Education (2019)
  • Initiated and led the review of PgDE programme (2011-2016)
  • Participated in the development of programme called Postgraduate Certificate/Diploma in Higher Education
  • Developed a course called curriculum theory for Postgraduate Diploma in Higher Education (2013)
  • Participated and presented papers at both national and international conferences
  • Published articles in both institutional, national and international journals
  • Conducted professional development sessions for school teachers on TLA practices (2014 and 2019)

Current responsibilities:

Teaching

  • EDN 511: Curriculum Development and Change (M.Ed)
  • ECE502: Economics Education (PgDE B
  • EDU203: Teaching skills (B.Ed II year Science A)

Non-Teaching

  • Member of Research Committee
  • Class advisor to M.Ed
  • Engaged in Social Science Departmental activities
  • Engaged in PgDE Programme activities
  • Engaged in M.Ed programme activities

Membership in External Bodies

  1. Member of ISfTE: International Society for Teacher Education (Since January 2018)
  2. Member of ATEE: Association of Teacher Education in Europe (Since October 2017)
  3. Member of ICET: International Council on Education for Teaching (Since June 2017)

Publications:

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.

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.

Seden, K. (2018). Teacher Subjective Theory of Assessment: A literature Review. MSMT, Re-

thinking Teacher Professional Education: Using Research Findings for Better Learning (pp. 60-79). Brno: Masaryk University.

Seden, K. & Svaricke, R. (2019). English as Foreign Language (EFL) Teachers’ Perceptions

of Fair Assessment. Education Sciences Journal, (1).

doi: 10.21549/NTNY.25.2019.1.2

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.

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, VOL, 1 (1), PP. 1-18.

Seden, K. (2016). SCE (Samtse College of Education) faculty and student-teacher’s

perception on menstrual cycle and their practices. RABSEL: the CERD Educational Journal, Vol, 17 910, pp. 40-52.

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

Bhutan Journal of Research and Development, pp. 1-19.

Current research engagement:

  1. Psychological wellbeing of college students
  2. Impact of classroom wellbeing on student learning: Student perceptions

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

Research interest:

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

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