An Exploration of the Interaction between Global Education Policy Orthodoxies and National Education Practices in Cambodia, Illuminated through the Voices of Local Teacher Educators

Autor/in	Courtney, Jane
Titel	An Exploration of the Interaction between Global Education Policy Orthodoxies and National Education Practices in Cambodia, Illuminated through the Voices of Local Teacher Educators
Quelle	In: Compare: A Journal of Comparative and International Education, 47 (2017) 6, S.891-907 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2017.1338937
Schlagwörter	Foreign Countries; Educational Change; Global Approach; Educational Policy; Educational Practices; Teacher Educators; Interviews; Teacher Education; Teacher Attitudes; History; Cultural Influences; Social Sciences; Qualitative Research; Teaching Methods; Educational Quality; Observation; Cambodia + Suchen Sie Ihr Suchwort? Ausland; Bildungsreform; Globales Denken; Politics of education; Bildungspolitik; Bildungspraxis; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Interviewing; Interviewtechnik; Lehrerverhalten; Geschichte; Geschichtsdarstellung; Cultural influence; Kultureinfluss; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Qualitative Forschung; Teaching method; Lehrmethode; Unterrichtsmethode; Quality of education; Bildungsqualität; Beobachtung; Kambodscha
Abstract	This research is based on a multi-disciplinary and multi-levelled analysis of evidence to present the case that education reform needs to be contextualised far more widely than is currently practised. It focuses on the voices of Cambodian local teacher trainers through interviews over a five-year period. Interview data is triangulated against academic sources, national policy documents and classroom observations. The research reveals how notions of globalisation and knowledge economy have led to education being driven by measurable outcomes resulting in simplified educational policies that have a negative impact on teacher development. By allowing the Khmer teacher trainers to articulate their opinions on a wide range of themes, the interviews provide evidence to support historical and cultural theories proposed by academics working in the social sciences in Cambodia. This approach identifies that a deeper contextual analysis should enable teacher development programmes to be more closely aligned to national contexts. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01