Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/17830
Title: 
Authors: 
Keywords: 
Cambodia
Teacher professionalism
Pre-professionals
Autonomous professionals
Collegial professionals
Policy
Rhetoric
Reality
Issue Date: 
2012
Citation: 
Tan, C., & Ng, P. T. (2012). A critical reflection of teacher professionalism in Cambodia. Asian Education and Development Studies, 1(2), 124–138. http://dx.doi.org/10.1108/20463161211240106
Abstract: 
This paper examines the development of teacher professionalism in Cambodia. Using Hargreaves (2000)’s four ages of teacher professionalism and professional learning to frame the discussion, 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 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. The Cambodian case study also illustrates the potential of comparative and international research on teacher professionalism between Anglophonic and non-Anglophonic cultures.
Description: 
This is the final draft, after peer-review, of a manuscript published in Asian Education and Development Studies. The published version is available online at http://dx.doi.org/10.1108/20463161211240106
URI: 
ISSN: 
2046-3162
Other Identifiers: 
10.1108/20463161211240106
Appears in Collections:Journal Articles

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