{"title":"柬埔寨和韩国小学教师培训制度的比较分析:对柬埔寨改革的启示","authors":"Lach, Akasy, Sookyong Nam","doi":"10.20306/kces.2023.33.5.151","DOIUrl":null,"url":null,"abstract":"[Research purpose]This study compares primary school teacher training systems in Cambodia and Korea, aiming to provide insights for future reforms in Cambodia. [Methodology]Through a literature review, an analysis, and a survey of Cambodian educators, we identify similarities and differences in the development processes of the two systems. [Results]Cambodia's system resembles Korea's during the 1980s and 1990s, reflecting transitions to four-year university-level training. However, challenges persist in Cambodia's system, with limitations in evaluating candidate’s teaching suitability, curriculum adaptability, and a loose certification and recruitment framework. Survey responses from Cambodian educators express positivity towards the implications drawn from the study. [Conclusion]The study recommends gradual reforms in Cambodia, emphasizing removing traditional testing and curriculum components and integrating competence-based elements, mirroring Korea's successful trajectory.","PeriodicalId":135100,"journal":{"name":"Korean Comparative Education Society","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2023-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Comparative Analysis of Primary School Teacher Training Systems in Cambodia and Korea: Insights for Reforms in Cambodia\",\"authors\":\"Lach, Akasy, Sookyong Nam\",\"doi\":\"10.20306/kces.2023.33.5.151\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"[Research purpose]This study compares primary school teacher training systems in Cambodia and Korea, aiming to provide insights for future reforms in Cambodia. [Methodology]Through a literature review, an analysis, and a survey of Cambodian educators, we identify similarities and differences in the development processes of the two systems. [Results]Cambodia's system resembles Korea's during the 1980s and 1990s, reflecting transitions to four-year university-level training. However, challenges persist in Cambodia's system, with limitations in evaluating candidate’s teaching suitability, curriculum adaptability, and a loose certification and recruitment framework. Survey responses from Cambodian educators express positivity towards the implications drawn from the study. [Conclusion]The study recommends gradual reforms in Cambodia, emphasizing removing traditional testing and curriculum components and integrating competence-based elements, mirroring Korea's successful trajectory.\",\"PeriodicalId\":135100,\"journal\":{\"name\":\"Korean Comparative Education Society\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2023-11-30\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Korean Comparative Education Society\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.20306/kces.2023.33.5.151\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Korean Comparative Education Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.20306/kces.2023.33.5.151","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Comparative Analysis of Primary School Teacher Training Systems in Cambodia and Korea: Insights for Reforms in Cambodia
[Research purpose]This study compares primary school teacher training systems in Cambodia and Korea, aiming to provide insights for future reforms in Cambodia. [Methodology]Through a literature review, an analysis, and a survey of Cambodian educators, we identify similarities and differences in the development processes of the two systems. [Results]Cambodia's system resembles Korea's during the 1980s and 1990s, reflecting transitions to four-year university-level training. However, challenges persist in Cambodia's system, with limitations in evaluating candidate’s teaching suitability, curriculum adaptability, and a loose certification and recruitment framework. Survey responses from Cambodian educators express positivity towards the implications drawn from the study. [Conclusion]The study recommends gradual reforms in Cambodia, emphasizing removing traditional testing and curriculum components and integrating competence-based elements, mirroring Korea's successful trajectory.