Professional Learning Needs of Teacher Educators of the National Institute of Education, Cambodia

Abstract

Teacher educators at the National Institute of Education, Cambodia, have not been formally prepared or trained as teacher educators whose professional learning needs are crucial for characterizing daily practices. This study examines and elaborates on the desirable needs of teacher educators’ professional learning activities and the perception on their professional role. This study employs an explanatory mixed methods research design in which data was collected: (a) in the quantitative phase, from 89 teacher educators who completed a web-based survey, and (b) during the qualitative phase, from 13 teacher educators, who were interviewed regarding their professional learning activities and perceived needs to further their profession. The findings indicated that most teacher educators prioritize “pedagogy of teacher education” and “research knowledge and skills” as desirable needs. To achieve these needs, further education, such as Ph.D., would be required. Regarding their perceived roles, teacher educators reported that they viewed themselves as both teachers in a school context and teacher educators. This study addresses a knowledge gap in the field of teacher educators’ professional development and learning and highlights how professional learning activities and needs in the Cambodian context can be made transparent to stakeholders to achieve cost-effective and efficient professional learning.

Keywords

• explanatory mixed methods
• Natinal Institute of Education Cambodia
• professional development
• professional learning
• teacher educator

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