Review Article

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

Sarin Sok 1 * , Kimkong Heng 2
More Detail
1 University of Puthisastra, Phnom Penh, CAMBODIA2 Paññasastra University of Cambodia, Phnom Penh, CAMBODIA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 6(1), 2024, ep2401, https://doi.org/10.30935/ijpdll/14042
Published Online: 19 December 2023, Published: 01 January 2024
OPEN ACCESS   1602 Views   1716 Downloads
Download Full Text (PDF)

ABSTRACT

This article aims to provide a review of important findings from previous research on teacher education and the quality of teaching to offer the way forward for improving the quality of teacher education in Cambodia. The article begins by highlighting key findings from several studies on teacher education before examining the quality teaching model (QTM) developed by Australian researchers. The article then discusses key factors influencing teacher quality and teaching quality. It also discusses major issues concerning teacher education in Cambodia and offers suggestions for improving teacher education quality in the Cambodian context. The article argues that significant efforts are required to enhance teacher education in Cambodia. In particular, QTM may be worth considering in refining the quality of teacher preparation, teaching quality, and educational reform in the Cambodian teacher education context.
Keywords: teacher education, teaching quality, teacher quality, quality teaching model, factors, Cambodia

CITATION (APA)

Sok, S., & Heng, K. (2024). Research on teacher education and implications for improving the quality of teacher education in Cambodia. International Journal of Professional Development, Learners and Learning, 6(1), ep2401. https://doi.org/10.30935/ijpdll/14042

REFERENCES

  1. ​​Australian Institute for Teaching and School Leadership. (2017). Understand the literacy and numeracy test. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/deliver-ite-programs/learn-about-ite-accreditation-reform/understand-the-literacy-and-numeracy-test
  2. Ayres, D. M. (2000). Anatomy of a crisis: Education, development, and the state in Cambodia, 1953-1998. University of Hawaii Press.
  3. Baumert, J., Kunter, M., Blum, W., Brunner, M., Voss, T., Jordan, A., Klusmann, U., Krauss, S., Neubrand, M., & Tsai, Y. (2010). Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Educational Research Journal, 47(1), 133-180. https://doi.org/10.3102/0002831209345157
  4. Bowe, J., & Gore, J. (2017). Reassembling teacher professional development: The case for quality teaching rounds. Teachers and Teaching, Theory and Practice, 23(3), 352-366. https://doi.org/10.1080/13540602.2016.1206522
  5. Chhun, S. (2023). MoEYS discusses naming of ‘professors’. Khmer Times. https://www.khmertimeskh.com/501294834/moeys-discusses-naming-of-professors/
  6. Darling-Hammond, L. (2000a). How teacher education matters. Journal of Teacher Education, 51(3), 166-173. https://doi.org/10.1177/0022487100051003002
  7. Darling-Hammond, L. (2000b). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1. https://doi.org/10.14507/epaa.v8n1.2000
  8. Darling-Hammond, L. (2010). Teacher education and the American future. Journal of Teacher Education, 61(1-2), 35-47. https://doi.org/10.1177/0022487109348024
  9. Doeur, B., & Heng, K. (2023). Continuing professional development for university teachers in Cambodia: Impediments and solutions. Cambodia Development Center. https://www.cd-center.org/wp-content/uploads/2023/02/P124_V5IS2_20230203.pdf
  10. Education NSW Government. (2023). Quality teaching model. Education NSW Government. https://education.nsw.gov.au/teaching-and-learning/professional-learning/quality-teaching-rounds#The0
  11. Em, S., Chin, P., Khan, S., & Nun, N. (2022). Teacher education in Cambodia: Formulae, challenges, and suggestions for improvement. Jurnal As-Salam, 6(2), 90-104. https://doi.org/10.37249/assalam.v6i2.401
  12. Fauth, B., Decristan, J., Decker, A., Büttner, G., Hardy, I., Klieme, E., & Kunter, M. (2019). The effects of teacher competence on student outcomes in elementary science education: The mediating role of teaching quality. Teaching and Teacher Education, 86, 102882. https://doi.org/10.1016/j.tate.2019.102882
  13. Fauth, B., Decristan, J., Rieser, S., Klieme, E., & Büttner, G. (2014). Student ratings of teaching quality in primary school: Dimensions and prediction of student outcomes. Learning and Instruction, 29, 1-9. https://doi.org/10.1016/j.learninstruc.2013.07.001
  14. Frome, P., Lasater, B., & Cooney, S. (2005). Well-qualified teachers and high quality teaching: Are they the same? Research brief. Southern Regional Education Board. https://eric.ed.gov/?id=ED485264
  15. Goe, L., & Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research. TQ research & policy brief. National Comprehensive Center for Teacher Quality. https://eric.ed.gov/?id=ED520769
  16. Gore, J. M. (2001). Beyond our differences: A reassembling of what matters in teacher education. Journal of Teacher Education, 52(2), 124-135. https://doi.org/10.1177/0022487101052002004
  17. Gore, J. M. (2021). The quest for better teaching. Oxford Review of Education, 47(1), 45-60. https://doi.org/10.1080/03054985.2020.1842182
  18. Gore, J. M. (2023). Our study found new teachers perform just as well in the classroom as their more experienced colleagues. The Conversation. https://theconversation.com/our-study-found-new-teachers-perform-just-as-well-in-the-classroom-as-their-more-experienced-colleagues-200649
  19. Gore, J. M., & Bowe, J. M. (2015). Interrupting attrition? Re-shaping the transition from preservice to inservice teaching through quality teaching rounds. International Journal of Educational Research, 73, 77-88. https://doi.org/10.1016/j.ijer.2015.05.006
  20. Gore, J. M., & Rickards, B. (2021). Rejuvenating experienced teachers through quality teaching rounds professional development. Journal of Educational Change, 22(3), 335-354. https://doi.org/10.1007/s10833-020-09386-z
  21. Gore, J. M., & Rosser, B. (2022). Beyond content-focused professional development: Powerful professional learning through genuine learning communities across grades and subjects. Professional Development in Education, 48(2), 218-232. https://doi.org/10.1080/19415257.2020.1725904
  22. Gore, J. M., Griffiths, T., & Ladwig, J. G. (2004). Towards better teaching: Productive pedagogy as a framework for teacher education. Teaching and Teacher Education, 20(4), 375-387. https://doi.org/10.1016/j.tate.2004.02.010
  23. Gore, J. M., Jaremus, F., & Miller, A. (2022). Do disadvantaged schools have poorer teachers? rethinking assumptions about the relationship between teaching quality and school-level advantage. Australian Educational Researcher, 49(4), 635-656. https://doi.org/10.1007/s13384-021-00460-w
  24. Gore, J. M., Lloyd, A., Smith, M., Bowe, J., Ellis, H., & Lubans, D. (2017). Effects of professional development on the quality of teaching: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 68, 99-113. https://doi.org/10.1016/j.tate.2017.08.007
  25. Gore, J. M., Miller, A., Fray, L., Harris, J., & Prieto, E. (2021). Improving student achievement through professional development: Results from a randomised controlled trial of quality teaching rounds. Teaching and Teacher Education, 101, 103297. https://doi.org/10.1016/j.tate.2021.103297
  26. Gore, J. M., Rosser, B., Jaremus, F., Miller, A., & Harris, J. (2023). Fresh evidence on the relationship between years of experience and teaching quality. The Australian Educational Researcher. https://doi.org/10.1007/s13384-023-00612-0
  27. Hang, C. H. (2018). Education reform in Cambodia: Toward a knowledge-based society and shared prosperity. Sipar Publishing.
  28. Heng, K. (2022). Investigating research engagement of Cambodian academics: Challenges and opportunities [PhD thesis, University of Queensland]. https://doi.org/10.14264/56214e1
  29. Heng, K. (2023). Challenges and developments in university research in Cambodia: A case study of two universities. Higher Education. https://doi.org/10.1007/s10734-023-01080-2
  30. Heng, K., & Sol, K. (2022). Education: Key to making Cambodia great again. Cambodia Development Center. https://www.cd-center.org/wp-content/uploads/2022/12/P124_V4IS3_20220621_EN.pdf
  31. King, E. F. (2018). Developing teacher capacity in Cambodia: An expanded model. Asian Education and Development Studies, 7(1), 2-14. https://doi.org/10.1108/AEDS-06-2017-0053
  32. King, E. F. (2022). “Keeping the knife sharp”: Developing a sustainable, grassroots approach to professional development for Cambodian primary school teachers. In M. S. Khine, & Y. Liu (Eds.), Handbook of research on teacher education: Innovations and practices in Asia (pp. 919-936). Springer. https://doi.org/10.1007/978-981-16-9785-2_47
  33. Kwok, K.-W., Chan, S., Heng, C., Kim, S., Neth, B., & Thon, V. (2010). Scoping study: Research capacities of Cambodia’s universities. Development Research Forum in Cambodia. http://hdl.handle.net/10625/48371
  34. Ladwig, J. G., & King, M. B. (2003). Quality teaching in NSW public schools: An annotated bibliography. NSW Department of Education and Training Professional Support and Curriculum Directorate.
  35. Mamites, I., Almerino, P., Sitoy, R., Atibing, N. M., Almerino, J. G., Cebe, D., Ybanez, R., Tandag, J., Villaganas, M. A., Lumayag, C., Plando, D., Anero, M., Acebes, H. M., Maturan, F., Evangelista, S. S., Aro, J. L., Himang, C., & Ocampo, L. (2022). Factors influencing teaching quality in universities: Analyzing causal relationships based on neutrosophic DEMATEL. Education Research International, 2022, 9475254. https://doi.org/10.1155/2022/9475254
  36. MoEYS. (2004). Policy on curriculum development 2005-2009. Ministry of Education, Youth and Sport. http://moeys.gov.kh/en/policies-and-strategies/policy-for-curriculum-development-2005-2009/
  37. MoEYS. (2012). Policy on human resource in education sector. Ministry of Education, Youth and Sport. http://moeys.gov.kh/en/policies-and-strategies/policy-on-human-resource-in-education-sector/
  38. MoEYS. (2013). Teacher policy. Ministry of Education, Youth and Sport. https://planipolis.iiep.unesco.org/sites/default/files/ressources/cambodia_teacher_policy.pdf
  39. MoEYS. (2015a). Teacher policy action plan. Ministry of Education, Youth and Sport. http://moeys.gov.kh/en/policies-and-strategies/teacher-policy-action-plan/
  40. MoEYS. (2015b). Master plan for capacity development in the education sector 2014-2018. Ministry of Education, Youth and Sport. http://moeys.gov.kh/en/policies-and-strategies/master-plan-for-capacity-development-in-the-education-sector-2014-2018/
  41. MoEYS. (2018). Strategic plan teacher education college 2019-2023. Ministry of Education, Youth and Sport. http://cdc-crdb.gov.kh/en/twg-jmi/sector_strategy/ESP2019-2023_EN.pdf
  42. MoEYS. (2019). Continuous professional development framework for teachers and school directors. Ministry of Education, Youth and Sport. https://teachertaskforce.org/sites/default/files/2022-09/2019_MoEYS-Cambodia_CPD-framework-for-teachers-school-directors_EN.pdf
  43. MoEYS. (2021). Capacity development master plan in education sector 2020-2024. Ministry of Education, Youth and Sport. http://moeys.gov.kh/en/education/capacity-development-master-plan-in-education-sector-2020-2024/
  44. No, F., & Heng, K. (2017). Survey report on teachers and teaching profession in Cambodia. Ministry of Education, Youth and Sport. https://www.academia.edu/41345736/Survey_report_on_teachers_and_teaching_profession_in_Cambodia_2017_
  45. No, F., & Sok, S. (2022). Primary education in Cambodia: In search of quality. In V. McNamara, & M. Hayden (Eds.), Education in Cambodia: From year zero towards international standards (pp. 29-54). Springer. https://doi.org/10.1007/978-981-16-8213-1_3
  46. Phillips, P. (2008). Professional development as a critical component of continuing teacher quality. Australian Journal of Teacher Education, 33(1), 3. https://doi.org/10.14221/ajte.2008v33n1.3
  47. Pich, K. (2017). Challenges facing the implementation of teacher education policy and its impacts on teacher quality in Cambodia. UC Occasional Paper Series, 1(2), 39-59.
  48. QT Academy. (2023). What is the QT model? QT Academy. https://qtacademy.edu.au/what-is-the-qt-model/
  49. Sot, V., Chey, C. O., & Chhinh, S. (2022). The teaching profession in Cambodia: Progress to date and ongoing needs. In V. McNamara, & M. Hayden (Eds.), Education in Cambodia: From year zero towards international standards (pp. 115-132). Springer. https://doi.org/10.1007/978-981-16-8213-1_7
  50. Sot, V., Sok, S., & Dickinson, G. (2019). Four decades of teacher development: Teacher preparation and teacher upgrading programs in Cambodia from 1979 to 2018. Cambodia Education Review, 3(1), 115-139.
  51. Tandon, P., & Fukao, T. (2015). Educating the next generation: Improving teacher quality in Cambodia. World Bank. https://doi.org/10.1596/978-1-4648-0417-5
  52. Tao, N., & Kao, S. (2023). Overview of education in Cambodia. In L. P. Symaco, & M. Hayden (Eds.), International handbook on education in Southeast Asia (pp. 1-26). Springer. https://doi.org/10.1007/978-981-16-8136-3_43-1
  53. Timperley, H., & Alton-Lee, A. (2008). Reframing teacher professional learning: An alternative policy approach to strengthening valued outcomes for diverse learners. Review of Research in Education, 32(1), 328-369. https://doi.org/10.3102/0091732X07308968
  54. Van, L., Mao, S., & Cnudde, V. (2018). Improving pedagogical content knowledge on rational numbers of Cambodian teacher trainers. Global Education Review, 5(3), 196-210.
  55. Williams, J. H., Kitamura, Y., Ogisu, T., & Zimmermann, T. (2016). Who wants to teach in Cambodia? In Y. Kitamura, D. B. Edwards Jr., S. Chhinh, & J. H. Williams (Eds.), The political economy of schooling in Cambodia: Issues of quality and equity (pp. 187-203). Palgrave Macmillan. https://doi.org/10.1057/9781137456007_10
  56. Zugelder, B. S. (2019). Beyond new teacher mentoring: The role of instructional coaching. Kappa Delta Pi Record, 55(4), 181-183. https://doi.org/10.1080/00228958.2019.1659074