Beeby revisited: CFS policy and Cambodian teacher education and training

Elizabeth Fiona King


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.


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

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