Developing teacher capacity in Cambodia: an expanded model

King, Elizabeth

doi:10.1108/aeds-06-2017-0053

Cited by 15 publications

(13 citation statements)

References 18 publications

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“…The implementation of multiple intelligences-based learning can support students' interest, and promote creativity and students' excellence (Chan, 2001;McClellan & Conti, 2008). Therefore, developing teacher capacity is vitally important to the development of the school system (King, 2018). However, many teachers disregard to address students' characteristics and need when designing and implementing the instructional process.…”

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confidence: 99%

Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers

Yaumi

Sirate²,

Patak

2018

Sage Open

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Multiple intelligence (MI) theory has attracted much attention in the field of education, although Howard Gardner as the inventor of this theory, does not intend to create it to apply learning and instruction. The theory was directed at the philosophy of developmental and cognitive psychology (Gardner, 2011) as a discipline he was interested in since the beginning of his career. Eventually, MI theory became popular in educational practice. The typical studies, which connect MI and education, are becoming multiple intelligences in school (Hoerr, 2004), multiple intelligences in the elementary school (Baum, Viens, & Slatin, 2005), and multiple intelligences in the classroom (Armstrong, 2009). Later on, this study has evolved into a more specific discipline such as multiple intelligences and leadership (Riggio, Murphy, & Pirozzolo, 2001), and the multiple intelligences in the reading and writing (Armstrong, 2003). In the field of learning and instruction, MI theory has grown so popular, such as teaching and learning through multiple intelligences (Campbell, Campbell, & Dickinson, 1996) and multiple intelligences-based instructions (Yaumi, 2013). Here, multiple intelligences-based instructions is a learner-centered learning strategy, which focuses on identifying learners' intelligence, talent, and learning preferences and providing the best way for learning. MI is the ability or talent possessed by a person (learner) that includes verballinguistic, logical-mathematical, visual-spatial, musicalrhythmic, physical-kinesthetic, interpersonal, intrapersonal, 809216S GOXXX10.

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Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers

Yaumi

Sirate²,

Patak

2018

Sage Open

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“…Inclusion training is therefore severely restricted in remote rural schools as a result of socio-economic and geographical factors. This is further evidenced in the literature where a widespread lack of ongoing teacher professional development in Cambodia is confirmed (King 2018). It is replaced, in some areas, using a low cost, but, arguably, ineffective 'cascade' model of teacher professional development (King 2018) whereby training received centrally by one teacher is passed on by that teacher to others in local schools through several rounds of informal training.…”

Section: Discussionmentioning

confidence: 99%

Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia

Ravet

Mtika

2021

International Journal of Inclusive Education

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This study investigated the status of educational inclusion in resource-constrained, rural primary schools in Battambang Province, Cambodia using a mixed-method design. A Teacher Efficacy in Inclusive Practices (TEIP) scale was administered to sampled teachers and Headteachers. Classroom observations were undertaken in five schools. Interviews were conducted with selected teachers and other education officials. The findings indicate dissatisfaction with the current quality of educational inclusion and identify barriers to good practice. The paper highlights priorities for enhancing educational inclusion in rural, resource-constrained contexts and recommends a participatory and culturally sensitive framework for improving overall quality of education.

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“…Teacher development takes place through District Training and Monitoring Teams (DTMTs) and through workshops arranged by the Ministry and development partners. The current model, however, has also drawn criticism for not providing broader ongoing capacity development and follow-up for teachers (King, 2017).…”

Section: Context Of the New Generation Schools Reformmentioning

confidence: 99%

Cambodia’s New Generation Schools Reform

Donaher¹,

Wu²

2020

SpringerBriefs in Education

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The New Generation Schools (NGS) reform in Cambodia was launched in 2015 with the aim of improving the quality and relevance of education to better prepare Cambodian youth for the twenty-first-century workforce. The reform aims to develop students' cognitive competencies, with a particular focus on STEM, ICT, and critical thinking skills, as well as inter-and intrapersonal competencies. As of 2018, the reform operated in 10 designed "New Generation Schools" across the country which combinedly served over 4,000 students. New Generation Schools are unique in that they operate similar to charter schools in the United States, where school-based administrators and staff have a high degree of autonomy over school operations, resources, curriculum, and instruction. This is coupled with high professional standards that hold schools accountable for improving the quality of teaching and learning in their schools. To support teachers in using their autonomy to deliver innovative, twenty-first century instruction, the reform includes a robust teacher professional development program based on a reflective teaching model. The professional development program employs a variety of modalities, including pre-service training, professional learning communities, career path planning, individual feedback, classroom observations, visits to other schools, and ongoing in-service training. Ultimately, as the reform scales, it aims to create a larger cultural shift in the education system by professionalizing the role of the Cambodian teacher. The NGS reform provides valuable insights for practitioners, researchers, policymakers, and funders looking to enhance teacher capabilities to deliver twenty-first century instruction through a combination of high professional standards and robust professional development.

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Developing teacher capacity in Cambodia: an expanded model

Cited by 15 publications

References 18 publications

Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers

Investigating Multiple Intelligence-Based Instructions Approach on Performance Improvement of Indonesian Elementary Madrasah Teachers

Educational inclusion in resource-constrained contexts: a study of rural primary schools in Cambodia

Cambodia’s New Generation Schools Reform

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