The States and Guidelines of Teacher Development Process in Provincial Teacher Training Centers, Cambodia

Abstract

The objectives of this study were: (1) to study the states and compare the teacher development process in Provincial Teacher Training Centers (PTTCs), Cambodia, (2) to compare the teacher development process in Provincial Teacher Training Centers (PTTCs), Cambodia as classified by gender of teacher-trainers and level of degree, and (3) to study the guidelines of the teacher development process in Provincial Teacher Training Centers (PTTCs), Cambodia. The study used both quantitative and qualitative methods to gather data which were issued to statistical analyses.

Step 1: Studying the states of the teacher development process in Provincial Teacher Training Centers, Cambodia used 168 teacher-trainers who worked in 9 provincial teacher training centers as the sample which were selected by the random sampling method. The research instrument was the questionnaire with a 5 rating scale. Data analysis was used by statistical techniques which were frequency, percentage, and mean by T-test and F-test.

Step 2: Studying guidelines of the teacher development process in Provincial Teacher Training Centers, Cambodia by interviewing 3 experts in the educational field with a semi-structured or opened-ended question. After data collection was accomplished, content analysis was also used to examine the data and given in a descriptive format.

The findings were as follows:

1. The result showed that the overall level of state of the respondents on the teacher development process was at often level and the result showed that the overall differences in gender of teacher-trainers and level of degree had no significant difference.

2. Guidelines of the teacher development process in PTTCs have been founded essentially to develop teacher trainers. The study had 4 aspects (Need Assessment, Construct the Program, Implement, and Evaluate) for enhancing the teacher development.

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