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From Student to Teacher: Preparing for a Professional Journey
From Student to Teacher: Preparing for a Professional Journey
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Date September 30, 2026
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On 29 September 2026, an orientation session on the teaching profession was held at the Samtse College of Education auditorium for Postgraduate Diploma in Education (PgDE) and Bachelor of Education (B.Ed) III and IV students. Organised by officials from the Bhutan Qualification and Professional Certification Authority (BQPCA), Ministry of Education and Skills Development, the session opened with remarks by Director Dasho Dr Ugyen Tshewang, followed by a presentation by Mr Tashi. It focused on preparing future teachers for the professional responsibilities and expectations of the teaching profession.
Dasho Dr. Ugyen Tshewang highlighted the vital role teacher’s play in shaping learners and society. He emphasised that teaching extends beyond earning a degree and securing employment; it demands continuous growth, responsibility, integrity and commitment.
A key message was the need to shift from simply “getting a teaching job” to “becoming a teaching professional”. This requires more than academic qualifications and employment, encompassing professional competence, integrity, purposeful contribution and lifelong learning.
The session introduced the Teaching Professional Council (TPC) and its role in strengthening the profession through registration and certification, professional development, ethics and accountability, professional standards, recognition and wellbeing. These measures aim to support teachers while safeguarding professional integrity and public confidence.
Participants also learned about the Bhutan Professional Standards for Teachers (BPST), which outlines three key areas: professional knowledge, professional practice and professional engagement. These cover understanding learners, subjects, curricula, pedagogy and assessment; effective planning, teaching, assessment and reflection; and ethical conduct, collaboration, professional learning, family and community engagement, and contribution to the teaching profession.
Trainees were encouraged to document their professional development from the outset. Evid
ence of development may include practicum observations, lesson plans, feedback, coursework, assignments, reflective journals, workshops, teamwork, community engagement and professional conduct.