Understanding School in Rural Cambodia: Portraits of Elementary Teachers

Autor/in	Hart, Kathy E.
Titel	Understanding School in Rural Cambodia: Portraits of Elementary Teachers
Quelle	In: International Electronic Journal of Elementary Education, 11 (2018) 1, S.41-48 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1307-9298
Schlagwörter	Rural Schools; Foreign Countries; Elementary School Teachers; Rural Areas; Teacher Attitudes; Beliefs; Instructional Materials; Classroom Techniques; Teaching Methods; Cambodia + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Belief; Glaube; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Klassenführung; Teaching method; Lehrmethode; Unterrichtsmethode; Kambodscha
Abstract	Few educational qualitative studies have been done in Cambodia, a country held hostage by the murderous Khmer Rouge in the 1970s. Still struggling to recover from these atrocities, Cambodia looks to education to aid in its redevelopment. This ethnographically-informed case study seeks to understand the beliefs and practices of today's teachers. Four practicing teachers were interviewed and observed to help describe the richness of their classrooms, and their practices in the face of crowded classrooms with few supplies. Interviews uncovered their strong beliefs in education. Alongside this is the teacher propensity to see themselves and their practice through a deficit lens. The article describes forces that impact literacy development, including well-meaning gifts from abroad. (As Provided).
Anmerkungen	International Electronic Journal of Elementary Education. T&K Akademic Rosendalsvein 45, Oslo 1166, Norway. e-mail: iejee@iejee.com; Web site: https://www.iejee.com/index.php/IEJEE/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01