Review Article

Research on teacher education and implications for improving the quality of teacher education in Cambodia

Sarin Sok 1 * , Kimkong Heng 2
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1 University of Puthisastra, Phnom Penh, CAMBODIA2 Paññasastra University of Cambodia, Phnom Penh, CAMBODIA* Corresponding Author
International Journal of Professional Development, Learners and Learning, 6(1), January 2024, ep2401, https://doi.org/10.30935/ijpdll/14042
Submitted: 10 August 2023, Published Online: 19 December 2023, Published: 01 January 2024
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ABSTRACT

This article aims to provide a review of important findings from previous research on teacher education and the quality of teaching to offer the way forward for improving the quality of teacher education in Cambodia. The article begins by highlighting key findings from several studies on teacher education before examining the quality teaching model (QTM) developed by Australian researchers. The article then discusses key factors influencing teacher quality and teaching quality. It also discusses major issues concerning teacher education in Cambodia and offers suggestions for improving teacher education quality in the Cambodian context. The article argues that significant efforts are required to enhance teacher education in Cambodia. In particular, QTM may be worth considering in refining the quality of teacher preparation, teaching quality, and educational reform in the Cambodian teacher education context.
Keywords: teacher education, teaching quality, teacher quality, quality teaching model, factors, Cambodia

CITATION (APA)

Sok, S., & Heng, K. (2024). Research on teacher education and implications for improving the quality of teacher education in Cambodia. International Journal of Professional Development, Learners and Learning, 6(1), ep2401. https://doi.org/10.30935/ijpdll/14042

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