Online from: 2012
Subject Area: Education
Options: To add Favourites and Table of Contents Alerts please take a Emerald profile
|Title:||A critical reflection of teacher professionalism in Cambodia|
|Author(s):||Charlene Tan, (Policy and Leadership Studies Academic Group, National Institute of Education, Nanyang Technological University, Nanyang, Republic of Singapore), Pak Tee Ng, (Policy and Leadership Studies Academic Group, National Institute of Education, Nanyang Technological University, Nanyang, Republic of Singapore)|
|Citation:||Charlene Tan, Pak Tee Ng, (2012) "A critical reflection of teacher professionalism in Cambodia", Asian Education and Development Studies, Vol. 1 Iss: 2, pp.124 - 138|
|Keywords:||Autonomous professionals, Cambodia, Collegial professionals, Continuing professional development, Policy, Pre-professionals, Reality, Rhetoric, Teacher professionalism, Teachers|
|Article type:||Research paper|
|DOI:||10.1108/20463161211240106 (Permanent URL)|
|Publisher:||Emerald Group Publishing Limited|
Purpose – The purpose of this paper is to examine the development of teacher professionalism in Cambodia and the issues and challenges in this area.
Design/methodology/approach – 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 pre-professionals 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 socio-cultural 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.
Originality/value – 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 non-Anglophonic cultures.
To purchase this item please login or register.
Complete and print this form to request this document from your librarian