Research on teacher education and implications for improving the quality of teacher education in Cambodia

Sok, Sarin; Heng, Kimkong

doi:10.30935/ijpdll/14042

Cited by 3 publications

(2 citation statements)

References 32 publications

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“…Thus, teacher education colleges still need more expertise and specialized teacher educators to educate future student teachers to become fully competent teachers and to improve teacher education programs (Pich, 2017;Sot et al, 2019;Em et al, 2022). Moreover, the teacher educators are a professional group that can provide a clear vision, the right expertise, and responsibility and contribute to improving teacher quality and teacher education in Cambodia (Sok and Heng, 2024).…”

Section: Discussionmentioning

confidence: 99%

Teacher educators as curriculum developers: a case study of teacher education colleges in Cambodia

Tep

2024

Front. Educ.

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Teacher educators have key roles in the educational system through preparing and implementing teacher education programs. Understanding and acquiring the necessary responsibility for these roles is crucial for their professional development. Practical experiences of teacher educators provide insights into the specific abilities required in their work context. This case study explored the actual practices, challenges, and strategies employed by 25 teacher educators as curriculum developers, based on an analysis of documents and interview data. The research framework was grounded in curriculum innovation, drawing from both literature review and practical insights. The results revealed that teacher educators were highly aware of their roles as curriculum developers, offering specific activities for syllabus development and revision, schemes of work and lesson plans, teaching practice, and assessment. However, challenges persist in terms of curriculum developers' knowledge base, timeframes, and professional development, particularly within the Cambodian context. Professionally, teacher educators overcame these challenges in various ways, most notably through autonomy in improving syllabus content and teaching flexibility, as well as through formal training and informal learning from and with their colleagues and student teachers in the workplace. The study contends that practitioners' innovation and flexibility in using and developing syllabi in practice are more robust than following prescribed curriculum frameworks and instructions. This study addresses a gap in the literature regarding the role of teacher educators in curriculum development and has implications for improving educational practice, research, and policymaking in the field.

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Section: Discussionmentioning

confidence: 99%

Teacher educators as curriculum developers: a case study of teacher education colleges in Cambodia

Tep

2024

Front. Educ.

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“…The primary challenge confronting the education sector is the ability to attract exceptional individuals to pursue a career in teaching. The recruitment and training of teachers play a pivotal role in bringing about substantial improvements to the teacher-training system and elevating the status and responsibilities associated with the teaching profession (Sam et al, 2013a;Sam et al, 2013b;MoEYS, 2015;Sok & Heng, 2024). The plan seeks to enhance educational quality across all levels of schooling by implementing various measures.…”

Section: Introductionmentioning

confidence: 99%

The Impact of Service Quality on Teachers’ Satisfaction: The Case of Battambang Teacher Education College

Chork,

Sam,

Huot

2024

MJSSH

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The objective of this study was to investigate the impact of the English Literacy Training Project (ELTP) on the satisfaction of primary school teacher trainees at Battambang Teacher Education College (BTEC), with a specific emphasis on the quality of service provided. Adopting a quantitative research approach, the study distributed 141 questionnaires using random sampling techniques and analyzed the data through descriptive and inferential statistics. The analysis, incorporating Pearson's correlation and regression analyses, aimed to clarify the relationships and effects posited by the research hypotheses. The findings highlighted that the quality of service, across five dimensions—reliability, assurance, tangibility, empathy, and responsiveness—played a significant role in influencing the satisfaction levels of the primary school teacher trainees. Based on these insights, the study suggests improvements that could yield substantial and lasting benefits for both the project's implementers and the educators at BTEC. The importance of this study stems from its demonstration of the crucial role that efficient operational services play in elevating the satisfaction of primary school teacher trainees. It offers valuable guidance for organizations to examine service quality more critically and identify areas where beneficiary satisfaction may be lacking, thereby facilitating ongoing enhancements to service delivery.

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Cambodia’s aspirations to become a knowledge-based society: Challenges and recommendations

Heng,

Doeur

2024

Policy Futures in Education

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Cambodia aspires to become a knowledge-based society to remain relevant in the context of the global knowledge-based economy. However, it remains uncertain how this aspiration can be realized considering the low quality of the country’s education system. Drawing on secondary sources, this article aims to shed light on Cambodia’s aspirations for a knowledge-based society. The article begins by defining the term “knowledge-based society” before providing an overview of the Cambodian education system and discussing key challenges that limit Cambodia’s ability to realize its vision to become a knowledge society. Key challenges were related to low higher education enrollment, a shortage of educational staff with doctoral degrees, a weak innovation capacity, and other critical challenges such as low academic salaries, a lack of clear academic career pathways, limited research funding, and limited knowledge about research. The article provides a set of recommendations that concerned stakeholders should consider to improve the quality of the Cambodian education system and support the country to achieve its goal in developing into a knowledge-based society. It concludes with suggestions for future research to generate new knowledge about Cambodia—a context underrepresented in international literature.

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Research on teacher education and implications for improving the quality of teacher education in Cambodia

Cited by 3 publications

References 32 publications

Teacher educators as curriculum developers: a case study of teacher education colleges in Cambodia

Teacher educators as curriculum developers: a case study of teacher education colleges in Cambodia

The Impact of Service Quality on Teachers’ Satisfaction: The Case of Battambang Teacher Education College

Cambodia’s aspirations to become a knowledge-based society: Challenges and recommendations

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