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Cambodian teachers' responses to child-centered instructional policies: A mismatch between beliefs and practices
ARTICLE

TATE Volume 50, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

Abstract

Cambodia and her international development partners have been promoting child-centered pedagogy for almost two decades. However, classroom instruction remains predominantly front-oriented and textbook-based. Drawing on questionnaire and interview surveys with primary school teachers in two districts of Cambodia, this study analyzes teachers' beliefs in and classroom implementation of child-centered pedagogy. It has found that teachers fail to adopt this new pedagogy in their classrooms despite their overwhelming support for it. Teachers' failure to act on their beliefs stems from two major reasons: constraining classroom realities and their superficial understanding of the principles underlying child-centered pedagogy.

Citation

Song, S. (2015). Cambodian teachers' responses to child-centered instructional policies: A mismatch between beliefs and practices. Teaching and Teacher Education: An International Journal of Research and Studies, 50(1), 36-45. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.04.004

Keywords