Perceptions of research engagement among teacher educators in Cambodia: An explanatory mixed-methods design

Year 2024, , 151 - 163, 30.09.2024

Sokchea Ly

https://doi.org/10.24289/ijsser.1536020

Abstract

This study aims to understand teacher educators’ perceptions of research engagement in higher education-based teacher education. Integrative insights were gathered from analyzing survey data from 89 teacher educators and conducting semi-structured interviews with subsample 13 informants to explore their perspectives on professional roles and research engagement. This study reveals mixed perceptions of professional roles among teacher educators. While many value the role of a researcher, the teaching role is also significant. Although research is highly esteemed, not all teacher educators actively participate. Many use research to improve their professional practices but may not feel capable of conducting research. They show moderate awareness of the research’s significance in their responsibilities, and research activities are not absent.

Keywords

Cambodia, Explanatory mixed-method, Research engagement, Teacher educator-researcher

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