WEKO3
アイテム
Teacher Education Curriculum Reform in Cambodia: Perspectives, Practices, and Challenges
https://doi.org/10.15027/55968
https://doi.org/10.15027/55968526bff5e-b878-4cec-857a-b99c968cc0db
| 名前 / ファイル | ライセンス | アクション |
|---|---|---|
BullGradSchHumanitSocSciHUStuEdu_5_289.pdf (425.7 KB)
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| Item type | デフォルトアイテムタイプ_（フル）(1) | |||||||
|---|---|---|---|---|---|---|---|---|
| 公開日 | 2025-01-09 | |||||||
| タイトル | ||||||||
| タイトル | Teacher Education Curriculum Reform in Cambodia: Perspectives, Practices, and Challenges | |||||||
| 言語 | en | |||||||
| 作成者 |
Vandy, Tep
× Vandy, Tep
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| アクセス権 | ||||||||
| アクセス権 | open access | |||||||
| アクセス権URI | http://purl.org/coar/access_right/c_abf2 | |||||||
| 権利情報 | ||||||||
| 言語 | ja | |||||||
| 権利情報 | Copyright © 2024 人間社会科学研究科 | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | Cambodia | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | curriculum reform | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | institutional change | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | teacher education | |||||||
| 主題 | ||||||||
| 言語 | en | |||||||
| 主題Scheme | Other | |||||||
| 主題 | teacher training | |||||||
| 内容記述 | ||||||||
| 内容記述 | Over the past four decades, the Global Education Reform Movement has emphasized the evaluation and improvement of teacher education programs. Worldwide, concerns about unqualified teachers have prompted Cambodia to initiate teacher reforms. This qualitative case study examines educators’ perspectives, practices, and challenges in teacher education curriculum reform, distinguishing between “teacher training" and “teacher education" within Cambodian teacher education colleges. The findings indicate that the Ministry of Education, Youth and Sport decided to provide the teacher education system more flexibility and autonomy as a higher education institution in governance and management, curriculum structure, teacher educators’ qualifications, professional status and responsibility, and functional allowance. Additionally, in the context of institutional change, educators conceptualized a clear distinction: “education" refers to learning activities that contribute to human development, whereas “training" focuses on practical teaching skills in the classroom. The study revealed that implementing reforms brought about opportunities and challenges, as demonstrated by varying evidence of autonomous leadership and management, curriculum development, interpretation, implementation, assessment, and improvement of curricula and syllabi. However, teacher educators’ mindsets, knowledge, and skills in the pedagogy of the field and fear new practices remain challenges, and the top-down approach still has influence. This study provides insight into the observations that middle leaders are linchpins of curriculum reform and teacher educators, as curriculum implementers, require a mindset change. | |||||||
| 言語 | en | |||||||
| 出版者 | ||||||||
| 出版者 | 広島大学大学院人間社会科学研究科 | |||||||
| 言語 | ja | |||||||
| 出版者 | ||||||||
| 出版者 | Graduate School of Humanities and Social Sciences, Hiroshima University | |||||||
| 言語 | en | |||||||
| 言語 | ||||||||
| 言語 | eng | |||||||
| 資源タイプ | ||||||||
| 資源タイプ識別子 | http://purl.org/coar/resource_type/c_6501 | |||||||
| 資源タイプ | departmental bulletin paper | |||||||
| 出版タイプ | ||||||||
| 出版タイプ | VoR | |||||||
| 出版タイプResource | http://purl.org/coar/version/c_970fb48d4fbd8a85 | |||||||
| ID登録 | ||||||||
| ID登録 | 10.15027/55968 | |||||||
| ID登録タイプ | JaLC | |||||||
| 開始ページ | ||||||||
| 開始ページ | 289 | |||||||
| 書誌情報 |
ja : 広島大学大学院人間社会科学研究科紀要. 教育学研究 en : Bulletin of the Graduate School of Humanities and Social Sciences, Hiroshima University. Studies in education 号 5, p. 289-298, ページ数 10, 発行日 2024-12-20 |
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| 旧ID | 55968 | |||||||
