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WEBINAR: Cambodian schools as a space and place for capability formation, enhancement, and deprivation – ongoing debates and implications from the pandemic
October 21, 2022 @ 11:30 am - 1:30 pm UTC+7
Brief on Cambodia's education system and learning outcomes (pre-pandemic) by Dr. Chea Phal, Senior Research Fellow, Cambodian Development Resource Institute (CDRI)
October 21, 2022
11:30 AM (ICT or Cambodia time)/ 10 AM IST/ 3:30 PM Canberra time
Paper presentation by Dr. Chea Phal
Observations by Dr. Phal on the pandemic & capabilities
Discussant remarks by Dr. Laksh Venkataraman (Co-coordinator, Education TG HDCA)
Cambodian Secondary School Teachers' Readiness for Online Teaching During the Covid-19 Pandemic
Like other countries around the world, schools in Cambodia were forced to switch from the traditional physical classroom to online and distance learning during the Covid-19-related school closure. Yet, teachers in Cambodia were far from ready to transition to virtual classrooms. The transition is even more challenging in disadvantaged schools where resources and internet connection are poor. This study intends to examine teacher readiness in adopting EdTech in online teaching as well as factors associated with readiness in the context of secondary schools in Cambodia. Drawing on the survey data of 687 teachers at 43 secondary schools, the study employs regression analysis to identify factors correlated with teachers’ readiness for online teaching. To assess teacher readiness, we adopted the Technological Pedagogical Content Knowledge (TPACK), a framework developed by Mishra and Koehler (2006). Cambodian secondary teachers rate their pedagogical knowledge and content knowledge relatively high, while they consider their technological knowledge is rather low. The regression results suggest that at the individual level, factors that influence teacher readiness include gender, age, perceived challenge, and perceived effectiveness of online teaching. Experience teaching at private schools and level of student-teacher interaction are also found to be positively associated with teacher readiness, while pre-service initial training and in-service training are found to have no or little influence on teacher readiness. Teachers with access to computers seem to demonstrate a higher level of readiness for online teaching. Female teachers, senior teachers, and teachers in provincial schools are less ready than their counterparts for online teaching, yet physical resources equipped at schools do not help increase the technological readiness of teachers. To make Cambodian education more resilient, there is an urgent need to revisit teacher training curricula including inservice training courses with special attention to female and older teachers.
Keywords: Technological readiness, TPACK, edtech, Covid-19, secondary education, professional development
Meeting ID: 851 7233 0057