CFS Policy and Cambodian Teacher Education and Training: Beeby Revisited

This paper explores educational policy implementation in Cambodia through the lens of teacher education and training. Acknowledging the centrality of teachers in the implementation of pedagogical reforms globally, this study investigates the extent to which the education and training of teachers in...

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Bibliographic Details
Published inInternational education journal Vol. 17; no. 2; pp. 16 - 29
Main Author King, Elizabeth F
Format Journal Article
LanguageEnglish
Published Australian and New Zealand Comparative and International Education Society 2018
Subjects
Age Differences
Case Studies
Educational Attainment
Educational Needs
Educational Policy
Educational Quality
Elementary School Teachers
Faculty Development
Foreign Countries
Pedagogical Content Knowledge
Preservice Teacher Education
Program Implementation
Teacher Education Programs
Teacher Qualifications
Teacher Surveys
Cambodia
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Summary:This paper explores educational policy implementation in Cambodia through the lens of teacher education and training. Acknowledging the centrality of teachers in the implementation of pedagogical reforms globally, this study investigates the extent to which the education and training of teachers in this study equipped them to implement the Cambodian Ministry of Education's Child Friendly Schools Policy. Using Beeby's 1966 Stages of Development as a framework, this paper considers how teachers' education and training affect their ability to enact pedagogical initiatives in the classroom. Using a case study methodology, data was collected, primarily, through a survey and interviews with educators in three government primary schools in distinct locations. Findings identified the following factors that inhibited teachers implementing CFS: weak content knowledge; inadequate pre-service preparation; and a lack of professional development. The findings underscore the importance of developing the requisite content knowledge and pedagogical skills of teachers on an ongoing basis.
ISSN:2202-493X
2202-493X