EMPIRICAL DIRECTIONS TO DESIGNING SUSTAINABLE IN-SERVICE TRAINING FRAMEWORK FOR PRIMARY SCHOOL TEACHER IN CAMBODIA
DOI:
https://doi.org/10.20319/pijtel.2017.12.1738Keywords:
Basic Education, Cambodia, Quality Teacher, In-service Training, Primary School Teacher, Professional Development, Teacher PolicyAbstract
In-service training is an imperative for ongoing flexible development of teacher in this changing world. This study is to explore directions to ensure this need that later the study will propose a design of these exemplary sustainable in-service training frameworks. The study administered questionnaire surveys, interviews, and school visits in total of seven stages of field studies in Cambodia, in addition to existing literatures. As such, quantitative and qualitative analyses were made carefully. The results of the study found that (1) teachers acknowledged the significance of in-service training opportunity for their personal/professional/school development, (2) they desire to have regular opportunities in their career, (3) they need an actionable framework for it; but (4) they face some challenges within their schools specifically schools in rural and remote areas. The study would suggest: a) extend to larger survey samples, b) test the designed framework to see how effective and efficient it will be and to what extent it will get sustainable, and c) further find ways to raise awareness from more teachers to make more acceptable decision in their career, from community people to support teacher education, and from stakeholders to provide timely supports to teachers especially rural and remote teachers.
References
Basit, T. (2003). Manual or electronic? The role of coding in qualitative data analysis, Educational Research, 45 (2): 143-154. https://doi.org/10.1080/0013188032000133548
Berkvens, J. B. (2009). Developing Effective Professional Learning in Cambodia, Doctoral Dissertation: University of Twente: Netherland.
Bray, M. (1987). School Clusters in the Third World: Making Them Work, UNESCO-UNICEF Cooperative Programme.
Brezicha, K., Bergmark, U. and Mitra, D.L. (2015). One Size Does Not Fit All: Differentiating Leadership to Support Teachers in School Reform, Educational Administration Quarterly, 51(1): 96-132. https://doi.org/10.1177/0013161X14521632
Chhinh, S. (2002). Factors Influencing Teaching Skills of Urban Primary School Teachers in Cambodia, Journal of International Development and Cooperation, 9 (1): 61-71.
Chhinh, S. and Tabata, Y. (2003). Teacher Factors and Mathematics Achievement of Cambodian Urban Primary School Pupils, Journal of International Development and Cooperation, 9 (2): 29-41.
Corcoran, T. B. (1995). Helping Teachers Teach Well: Transforming Professional Development, Consortium for Policy Research in Education (CPRE) Policy Briefs.
Courtney, J. (2007). What are effective components of in-service teacher training? A study examining teacher trainers’ perception of the components of a training programme in mathematics education in Cambodia, Journal of In-service Education 33 (3): 321-339. https://doi.org/10.1080/13674580701486978
Darling-Hammond, L., Hyler, M. E., and Garder, M. (2017). Effective Teacher Professional Development, Palo Alto, CA: Learning Policy Institute.
Duggan, S. T. (1996). Education, Teacher Training and Prospects for Economic Recovery in Cambodia; Comparative Education, 32 (3): 361-375. https://doi.org/10.1080/03050069628768
Drinan, F. H. (2015). School Cluster System as Support Mechanism for Teachers: A Case Study from Cambodia, In Yuchi, Z., et. al. (edt). Developing Support Systems for Rural Teachers’ Continuing Professional Development, SAGE Publishing India Pvt Ltd: India.
Edwards, D. B. et al (2017). The national politics of educational advocacy in the context of global governance: international funding and support for civil society engagement in Cambodia, Compare: A Journal of Comparative and International Education, pp. 1-18. https://doi.org/10.1080/03057925.2017.1313102
Fergusson, L. C. and Massion G. L. (1997). A culture under siege: post-colonial higher education and teacher education in Cambodia from 1953 to 1979, History of Education, 26 (1): 91-112. https://doi.org/10.1080/0046760970260106
Fujigaki, E. (2002). A study on the Cambodian education system, its destruction and revival, with an outlook on historical, social and traditional background; Bulletin of Sapporo International University, 33: 191-208.
Hefnawi, A. (2017). Towards an Effective Teachers’ Professional Learning, PEOPLE: International Journal of Social Sciences, Special Issue Vol.3, Iss.1, pp. 453-466.
Hanushek, E. A. (2014). Boosting Teacher Effectiveness, In Chester, E.F.Jr. and Rechard, S. (ed.). What lie ahead for America’s children and their school, Stanford, CA: Hoover Institution Press, pp. 23-35.
International Reading Association: IRA (2008). Status of Teacher Education in the Asia-Pacific Region, UNESCO Publishing.
Institute of Education Sciences: IES (2015). Mixed Methods in Education Research, IES Technical Working Group, Meeting Summary, Washington DC.
Kariko, S. (2017). Education -What For? For the Philosophical Foundations of Education, PEOPLE: International Journal of Social Sciences, Vol. 3, Iss. 2, pp. 899-913.
Khlok, V. R. (2001). “A Study of Teacher Education in Cambodia – The development of training system and standards –,” Bulletin of the Graduate School of Education and Human Development (Educational Studies), Nagoya University, 48 (1): 57-70. [In Japanese].
Kim, C. Y. and Rouse M. (2011). Reviewing the role of teachers in achieving Education for All in Cambodia, Prospects 41: 415-428. https://doi.org/10.1007/s11125-011-9201-y
Kitamura, Y. (2008). Basic Education Reforms in Cambodia and Bangladesh: Expansion of Access and Improvement of Quality, Forum of International Development Studies, 36: 85-102.
Kubota, S. (2008). Adaptability of Japanese Education Practices for International Cooperation in Education: Perspective for JE-Model, The Japan Comparative Education Society (JCES), 36: 130-133. [In Japanese]
Kuroda, K., Kartika, D., and Kitamura, Y. (2017). Implications for Teacher Training and Support for Inclusive Education in Cambodia: An Empirical Case Study in a Developing Countries, Working Paper: JICA Research Institute, Shinjuku: Japan.
Leavitt, H. B. (1992). Issues and Problems in Teacher Education: An International Handbook, Greenwood Press.
Maeda, M. (2003), “Kanbojia -Funoisan wo seou kyoushitachi-“ in Chiba, T., Tojyoukoku no kyouinkyouiku -Kokusaikyouryoku no genba kara-, Kokusaikyouryoku Syuppannkai, p. 55.
MoEYS: Ministry of Education, Youth and Sport (2004). Policy for Curriculum Development 2005-2009. Phnom Penh: MoEYS.
MoEYS (2005 & 2006). Relationship between school and community [in Khmer], Phnom Penh.
MoEYS (2007). Child-Firendly School: CFS Policy, Phnom Penh: MoEYS, Cambodia.
MoEYS(2009) Mid-Term Review Report of the Education Strategic Plan and Education Sector Support Program 2006-2010 implementation pp.22-24.
MoEYS (2010a). School Cluster, MoEYS: Phnom Penh.
MoEYS (2010b). Teacher Development Master Plan 2010-2014, Phnom Penh: MoEYS.
MoEYS (2011). Education Staff Statistics by Current Status, Cadre, Qualification and Age Group National 2010-2011, HRMIS Office, Department of Personnel, Phnom Penh: MoEYS.
MoEYS (2012a). Education Indicators 2008-2012, EMIS Office, Department of Planning.
MoEYS (2012b). Education Statistics & Indicators 2011-2012, EMIS Office: MoEYS.
MoEYS (2012c). Education Staff Statistics 2011-2012.
MoEYS (2012d). National Congress on Educational Achievement for Academic Year 2010-2011 and Planning for AY 2011-2012 [in Khmer], Phnom Penh: MoEYS.
MoEYS (2012e). Annual Operational Plan for 2012 [in Khmer], Phnom Penh: MoEYS.
MoEYS (2017). Education Statistics and Indicators 2016-2017, Phnom Penh: MoEYS.
Ohira, T. et. al, (2010). Kyouin ni motomerareru sisitsu nouryoku to wa -syougakukou kyouin ni okeru sisitsu nouryoku no nouseii youin ni kansuru bunken review, Kodomo Ikusei Gakubu Kiyou: Fukuyama Kokusai Daigaku, Vol.1.
Prigent, S. (2016). Improving Teacher Quality –Maximizing Returns on Investment in Teacher Education in Cambodia, Research Report, Child Fund or Kampuchean Action for Primary Education, Phnom Penh: Cambodia.
Royal Government of Cambodia: RGC (2013). “Rectangular Strategy” for Growth, Employment, Equity and Efficiency Phase III, Phnom Penh: Cambodia.
Sato, M. (2008). Cooperation by Japanese Educational Practice from the International Viewpoint, The Japan Comparative Education Society (JCES), 36: 155-159. [In Japanese]
Tan, C. (2007). Education reforms in Cambodia: issues and concerns, Educational Research for Policy and Practice, 6 (1): 15-24. https://doi.org/10.1007/s10671-007-9020-3
Tan, C. and Ng, P. T. (2012). A critical reflection of teacher professionalism in Cambodia, Asian Education and Development Studies, 1 (2): 124-138. https://doi.org/10.1108/20463161211240106
UNESCO (2016). Leaving no one behind: How far on the way to universal primary and secondary education?, Policy paper 27/ Fact sheet 37.
Varela, A. M. (2012). Three Major Sins of Professional Development -How Can We Make It Better?, The Education Digest: 17-20.
Downloads
Published
How to Cite
Issue
Section
License
Copyright of Published Articles
Author(s) retain the article copyright and publishing rights without any restrictions.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
