Aligning Means and Goals: Insights From Professional Development to Promote Student-Centered Pedagogy in Cambodia

• In Event: Moscone Center West Roundtable Session 2
  In Roundtable Session: Professional Development on Student-Centered and Culturally Relevant Teaching

Abstract

Forty-eight Cambodian national teachers received training over a five-year period in utilizing student-centered pedagogy, with two United States-based trainers carrying out research in year four on teacher self-assessment and perceived effectiveness. Unlike most previous studies, this study evaluated teacher confidence as part of an effort to provide closely aligned support. Pre and post questionnaires provided quantitative and qualitative data respectively for the Cambodian teachers. Quantitative findings indicated moderate self-confidence and consistent self-perceptions across domains of teaching skills. Qualitative post-data showed that teachers valued the training format, which utilized multi-modal student-centered learning as the training design and not just as the topic of instruction. Teachers anticipated more efficient and engaged classrooms upon implementing the strategies practiced in the training.

Authors

• Dennis Eastman, Biola University

• Carolyn Bishop, Biola University

• Nicholas C. Block, Biola University