國立虎尾科技大學 |

Understanding the Impact of the Contextualization of Professional Development on Teacher Self-Efficacy in Cambodia.

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	Understanding the Impact of the Contextualization of Professional Development on Teacher Self-Efficacy in Cambodia./
Author:	Fok, Joyce J.
Description:	1 online resource (147 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
Contained By:	Dissertations Abstracts International85-03A.
Subject:	Teacher education. -
Online resource:	click for full text (PQDT)
ISBN:	9798380311748

Understanding the Impact of the Contextualization of Professional Development on Teacher Self-Efficacy in Cambodia.
Fok, Joyce J.

Understanding the Impact of the Contextualization of Professional Development on Teacher Self-Efficacy in Cambodia. - 1 online resource (147 pages)

Source: Dissertations Abstracts International, Volume: 85-03, Section: A.

Thesis (Ph.D.)--Regent University, 2023.

Includes bibliographical references

Underlying the teaching vocation is a moral calling to engage in productive change in the lives of students. Teachers must be motivated to teach and must believe that they can change the lives of their students. In contexts with limited resources and low remuneration, such as Cambodia, teachers are often not motivated to teach and do not believe that they can change the lives of their students. Teacher self-efficacy beliefs is represented in this study as the empowerment of teachers to emphasize the sociopolitical impact of professional development (PD) and can be strengthened through PD. Research surrounding the effectiveness of PD in Cambodia has largely focused on structural and personal barriers, but I argued that cross-cultural factors surrounding relational learning are a major barrier to the effectiveness of PD. More specifically, content and process can be contextualized effectively to remove cross-cultural barriers in PD in Cambodia. I analyzed contextualization in two stages. In the first stage, I conducted a contextualized teacher training at a local Christian private school in September 2022 and recorded my observations about contextualized aspects of the training and responses from the teachers. In the second stage, I interviewed five trainers who have experience training teachers in Cambodia and collected available documents and observed trainings to understand their approach to contextualization. I used thematic analysis to extract themes about contextualization from the interviews and compared these to my own reflections from the training. Two themes of contextualization rooted in Cambodia's honor-shame culture and patronage system emerged: (a) effective contextualization brings understanding and (b) effective contextualization brings parity of perceived power. This comprehensive understanding of contextualization can be used to help trainers design their PD in a way that helps local teachers understand the tenets of quality education and empowers teachers to envision quality Cambodian education in their local contexts.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380311748Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

CambodiaIndex Terms--Genre/Form:

554714
Electronic books.

Understanding the Impact of the Contextualization of Professional Development on Teacher Self-Efficacy in Cambodia.
LDR:03527ntm a2200409K 4500 001 1141329
005 20240311061617.5
006 m o d
007 cr mn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380311748
035 $a (MiAaPQ)AAI30639584
035 $a AAI30639584
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Fok, Joyce J. $3 1465041
245 1 0 $a Understanding the Impact of the Contextualization of Professional Development on Teacher Self-Efficacy in Cambodia.
264 0 $c 2023
300 $a 1 online resource (147 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-03, Section: A.
500 $a Advisor: Carr, Paul B.
502 $a Thesis (Ph.D.)--Regent University, 2023.
504 $a Includes bibliographical references
520 $a Underlying the teaching vocation is a moral calling to engage in productive change in the lives of students. Teachers must be motivated to teach and must believe that they can change the lives of their students. In contexts with limited resources and low remuneration, such as Cambodia, teachers are often not motivated to teach and do not believe that they can change the lives of their students. Teacher self-efficacy beliefs is represented in this study as the empowerment of teachers to emphasize the sociopolitical impact of professional development (PD) and can be strengthened through PD. Research surrounding the effectiveness of PD in Cambodia has largely focused on structural and personal barriers, but I argued that cross-cultural factors surrounding relational learning are a major barrier to the effectiveness of PD. More specifically, content and process can be contextualized effectively to remove cross-cultural barriers in PD in Cambodia. I analyzed contextualization in two stages. In the first stage, I conducted a contextualized teacher training at a local Christian private school in September 2022 and recorded my observations about contextualized aspects of the training and responses from the teachers. In the second stage, I interviewed five trainers who have experience training teachers in Cambodia and collected available documents and observed trainings to understand their approach to contextualization. I used thematic analysis to extract themes about contextualization from the interviews and compared these to my own reflections from the training. Two themes of contextualization rooted in Cambodia's honor-shame culture and patronage system emerged: (a) effective contextualization brings understanding and (b) effective contextualization brings parity of perceived power. This comprehensive understanding of contextualization can be used to help trainers design their PD in a way that helps local teachers understand the tenets of quality education and empowers teachers to envision quality Cambodian education in their local contexts.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a English as a second language. $3 1148422
650 4 $a Educational psychology. $3 555103
653 $a Cambodia
653 $a Contextualization
653 $a Cross-cultural
653 $a Professional development
653 $a Student-teacher relationship
653 $a Teacher self-efficacy
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0441
690 $a 0525
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a Regent University. $b School of Education. $3 1180056
773 0 $t Dissertations Abstracts International $g 85-03A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30639584 $z click for full text (PQDT)