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A critical reflection of teacher professionalism in Cambodia

A critical reflection of teacher professionalism in Cambodia Purpose The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area.Designmethodologyapproach This paper uses Hargreaves four ages of teacher professionalism and professional learning to frame the discussion of the development of teacher professionalism in Cambodia.Findings This paper argues that the Cambodian government aims to develop the teachers to become autonomous professionals in terms of curriculum and pedagogical improvements. However the reality is that the Cambodian teachers manifest characteristics of both the preprofessionals and autonomous professionals. This paper also examines the issues and challenges faced in the development of teacher professionalism, which are entwined in the complexities of educational reform, societal and economic development. By identifying some structural, economic and sociocultural challenges faced by Cambodian teachers, this paper suggests that Cambodian teachers need greater teacher collaboration within a culture of trust and accountability to become collegial professionals.Originalityvalue The Cambodian case study adds to the literature on the development of teacher professionalism in Cambodia and illustrates the potential of comparative and international research on teacher professionalism between Anglophonic and nonAnglophonic cultures. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Asian Education and Development Studies Emerald Publishing

A critical reflection of teacher professionalism in Cambodia

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-3162
DOI
10.1108/20463161211240106
Publisher site
See Article on Publisher Site

Abstract

Purpose The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area.Designmethodologyapproach This paper uses Hargreaves four ages of teacher professionalism and professional learning to frame the discussion of the development of teacher professionalism in Cambodia.Findings This paper argues that the Cambodian government aims to develop the teachers to become autonomous professionals in terms of curriculum and pedagogical improvements. However the reality is that the Cambodian teachers manifest characteristics of both the preprofessionals and autonomous professionals. This paper also examines the issues and challenges faced in the development of teacher professionalism, which are entwined in the complexities of educational reform, societal and economic development. By identifying some structural, economic and sociocultural challenges faced by Cambodian teachers, this paper suggests that Cambodian teachers need greater teacher collaboration within a culture of trust and accountability to become collegial professionals.Originalityvalue The Cambodian case study adds to the literature on the development of teacher professionalism in Cambodia and illustrates the potential of comparative and international research on teacher professionalism between Anglophonic and nonAnglophonic cultures.

Journal

Asian Education and Development StudiesEmerald Publishing

Published: May 25, 2012

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