Beeby revisited: CFS policy and Cambodian teacher education and training



Beeby, Cambodia, teacher education, pre-service training, CFS


This paper explores educational policy implementation in Cambodia through the lens of teacher education and training. Acknowledging the centrality of teachers in the implementation of pedagogical reforms globally, this study investigates the extent to which the education and training of teachers in this study equipped them to implement the Cambodian Ministry of Education’s Child Friendly Schools Policy. Using Beeby’s 1966 Stages of Development as a framework, this paper considers how teachers’ education and training affects their ability to enact pedagogical initiatives in the classroom. Using a case study methodology data was collected, primarily, through a survey and interviews with educators in three government primary schools in distinct locations. Findings identified the following factors that inhibited teachers implementing CFS: weak content knowledge; inadequate pre-service preparation; and a lack of professional development. The findings underscore the importance of developing the requisite content knowledge and pedagogical skills of teachers on an ongoing basis.

Author Biography

Elizabeth Fiona King, Melbourne Graduate School of Education, University of Melbourne

Elizabeth King currently works at The University of Melbourne within the Masters of Teaching (Secondary) programme. She previously worked with a range of multilateral, bilateral and Non-governmental agencies in Southeast Asia in the area of teacher education and training. Her research interests include teacher education in the Asia Pacific region with a particular focus on Cambodia.






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