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Relevant bibliographies by topics / Pre-service primary school teachers

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Academic literature on the topic 'Pre-service primary school teachers'

Author: Grafiati

Published: 3 June 2025

Last updated: 31 July 2025

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Journal articles on the topic "Pre-service primary school teachers"

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ATABEK, Oguzhan, and Sabahat BURAK. "Pre-School and Primary School Pre-Service Teachers’ Attitudes towards Using Technology in Music Education." Eurasian Journal of Educational Research 20, no. 87 (2020): 1–22. http://dx.doi.org/10.14689/ejer.2020.87.3.

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Marchis, Iuliana. "Pre-Service Primary School Teachers’ Spatial Abilities." Acta Didactica Napocensia 10, no. 2 (2017): 123–30. http://dx.doi.org/10.24193/adn.10.2.10.

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Lopes, Amélia, and Rafael Tormenta. "Pre-Service Teacher Training, Primary Teachers’ Identities and School Work." Literacy Information and Computer Education Journal 1, no. 1 (2010): 52–58. http://dx.doi.org/10.20533/licej.2040.2589.2010.0008.

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Şahin Sak, İkbal Tuba. "School readiness: the views of pre-service preschool teachers and pre-service primary teachers." Early Child Development and Care 186, no. 4 (2015): 509–25. http://dx.doi.org/10.1080/03004430.2015.1040784.

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Sukowati, Mustadi Ali, Agung Yuwono Putro Ahmad, and Ika Pradewi Gunarti. "Self-regulation of primary education pre-service teachers." Journal of Education and Learning (EduLearn) 14, no. 2 (2020): 263–71. https://doi.org/10.11591/edulearn.v14i2.13983.

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Motivation for the achievements is urgently needed when attending a class. For renforcing the motivation can be obtained through self-regulation this research aimed to discover students’ self-regulation in a private university at Yogyakarta. This research used quantitative approach in the form of survey. The population in this research was all students in Primary school Teacher Education comprising 233 students. Whereas, there were 155 students as the sample taken by using random sampling technique. Furthermore, students’ self-regulation was measured by using self regulation learni

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Phetha, Nonkazimulo. "ENHANCING RURAL TEACHERS' PROFESSIONAL DEVELOPMENT THROUGH PRE-SERVICE TEACHERS' SERVICE-LEARNING." ŠVIETIMAS: POLITIKA, VADYBA, KOKYBĖ / EDUCATION POLICY, MANAGEMENT AND QUALITY 15, no. 1 (2023): 33–45. http://dx.doi.org/10.48127/spvk-epmq/23.15.33.

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Children who are differently abled from diverse contexts experience inequality regarding education, access to health care, social services, and a quality life. This study aimed to address the lack of awareness about autism spectrum disorder (ASD) in rural areas by focusing on a local primary school. Initial surveys revealed that 99% of the teachers at the school had no knowledge about ASD. To address this, an intervention was conducted to educate the teachers about the disorder. Subsequently, some teachers identified children in their classes exhibiting behaviors and symptoms consistent with A

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Herbert, Sandra, and Linda Hobbs. "Pre-Service Teachers’ Views of School-Based Approaches to Pre-Service Primary Science Teacher Education." Research in Science Education 48, no. 4 (2017): 777–809. http://dx.doi.org/10.1007/s11165-016-9587-x.

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Ivanova, Veselina, and Eleonora Mileva. "ATTITUDES OF PRE-SERVICE TEACHERS IN PRIMARY AND PRE-SCHOOL PEDAGOGY TO WORK IN THEIR SPECIAL SUBJECT." Proceedings of CBU in Social Sciences 1 (November 16, 2020): 111–15. http://dx.doi.org/10.12955/pss.v1.56.

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The purpose of the study was to examine the attitudes of pre-service teachers in primary and pre-school pedagogy to work in their subject. 76 pre-service teachers in primary and pre-school pedagogy on the Bachelor’s degree from Trakia University in Stara Zagora participated in the research. Half of the respondents had professional experience at primary schools or kindergartens. A special questionnaire was applied, related to the attitudes of the future teachers. The statistical method used for the research was alternative analysis. Factors influencing the professional realization and car

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Akcay, Ahmet Oguz, Muhammed Serhat Semercioglu, and Hasan Güllü. "The Relationship between Pre-service Primary School Teachers' Perception of 21st-Century Skills, Mathematical Literacy Self-Efficiency, and Financial Literacy Attitudes and Behaviors." Mimbar Sekolah Dasar 9, no. 1 (2022): 81–97. http://dx.doi.org/10.53400/mimbar-sd.v9i1.41270.

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Primary school teachers are one of the main actors in basic education. In this context, their 21st-century skills, math literacy, and financial literacy affect the quality of their teaching. This study aims at examining the relationship between pre-service primary school teachers' mathematical literacy, 21st-century skills, and financial literacy levels. This study used a relational survey model, and the study group involved a total of 276 pre-service primary school teachers. “Mathematical Literacy Self-Efficacy Scale,” “21st-Century Skills Efficacy Perceptions Scale,” and “Financial Literacy

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Havu-Nuutinen, Sari, Anttoni Kervinen, Anna Uitto, et al. "PRE-SERVICE AND IN-SERVICE TEACHERS’ EXPERIENCES OF INQUIRY-BASED PRIMARY SCIENCE TEACHING: A COLLABORATIVE TEAM TEACHING MODEL." Journal of Baltic Science Education 18, no. 4 (2019): 583–94. http://dx.doi.org/10.33225/jbse/19.18.583.

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This research clarifies how a collaborative team teaching model (CTTM) can support both pre-service and in-service teachers’ professional development in using inquiry-based science teaching in primary schools. The data were collected via a questionnaire-based survey approach after inquiry projects implementation at public schools in four Finnish cities. In total, 98 pre-service teachers and 51 in-service class teachers were involved in the research. According to their experiences collaborative team teaching was seen as an adequate teaching approach in primary school science lessons. Both in-se

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Dissertations / Theses on the topic "Pre-service primary school teachers"

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Tang, Kuen-yan. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17601435.

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Tang, Kuen-yan, and 鄧權隱. "A contrastive study of pre-service, in-service and practising primary school teachers in their concern for professional learning." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1996. http://hub.hku.hk/bib/B31958898.

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Wilson, Susanna Mary. "Knowledge for teaching mathematics in a primary school: Perspectives of pre-service teachers." Thesis, University of Canterbury. Educational Studies and Human Development, 2010. http://hdl.handle.net/10092/5187.

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Knowledge about how to teach remains a contentious issue in the preparation of final year pre-service teachers. This study, informed by the work of Shulman (1986) and Grossman (1990), examines knowledge for mathematics teaching by pre-service teachers. The context for this study was a mathematics education course, part of an Initial Teacher Education programme for primary teaching. Different categories of teacher knowledge distinguish between content knowledge and pedagogical content knowledge. There is considerable research about the knowledge needed for teaching mathematics from a teacher pe

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Courtney-Clarke, Magret Anna Eugenie. "Exploring the number sense of final year primary pre-service teachers." Thesis, Stellenbosch : Stellenbosch University, 2012. http://hdl.handle.net/10019.1/19943.

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Thesis (MEd)--Stellenbosch University, 2012.<br>ENGLISH ABSTRACT: This study explored the number sense of 47 final year primary school pre-service teachers in Namibia and was motivated by the poor performance of Namibian primary school learners in both national and international standardised assessment tests. The literature review revealed that learner performance is linked to teacher subject knowledge (Ball, 1990, Ma, 1999) and that teachers’ confidence in doing and teaching mathematics influences the way they teach and their willingness to learn mathematics (Ball, 1990; Graven 2004). Nu

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Keflom, Tsegaye. "Eritrean primary school teachers' perceptions of the relationship between pre-service education and the demands of the workplace." Thesis, University of the Western Cape, 2001. http://hdl.handle.net/11394/2049.

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Magister Educationis - MEd<br>This study investigates six Eritrean primary school teacher's perceptions of their pre-service education. Six primary school teachers from three different schools in two different regions of Eritrea were interviewed. The researcher investigated whether primary school teachers found the knowledge and/or skill acquired from their pre-service courses in the Asmara Teachers' Training Institute helpful to make and use effective lesson plans, prepare and use relevant teaching aids, assess their students' performance, prepare lesson content, manage the classroom effectiv

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Burgoyne, Nicolette. "An enactive inquiry into mathematics confidence : a case study of nine pre-service primary school teachers." Master's thesis, University of Cape Town, 2007. http://hdl.handle.net/11427/10156.

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Includes bibliographical references (leaves 70-74).<br>Many learners and teachers of mathematics experience a lack of mathematics confidence. Research has posited that beliefs teachers have regarding mathematics, including their level of mathematical confidence, impact greatly on their practice of teaching, and hence on the confidence of their students. This dissertation reports on a study undertaken at the University of Cape Town with a group of nine pre-service primary school teachers who all experienced a lack of mathematics confidence. The study explored how the participants understand the

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Papanikolaou, Georgia. "An investigation on in-service and pre-service primary school teachers' perceptions and awareness about multicultural education in Cyprus." Thesis, University of Sheffield, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.574530.

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Cypriot society has always been multicultural. During the past few years, however, recent socio-political developments have led to an increasingly cultural, ethnic, linguistic, religious and diverse society that created significant challenges for the education system. This thesis seeks to investigate and understand the perceptions and awareness of both in-service and pre-service primary school teachers regarding multicultural education in the Greek Cypriot context. The study therefore, focuses on two dimensions: (a) it examines the understanding of, and behaviours towards multicultural educati

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Leung, Chung-man Luke. "Course effectiveness evaluation by in-service teachers in an in-service primary school teacher education program in Macau." Click to view the E-thesis via HKUTO, 1992. http://sunzi.lib.hku.hk/HKUTO/record/B38626160.

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Hanrahan, Frances M., and res cand@acu edu au. "Number Sense or No Sense: Pre-service teachers learning the mathematics they are required to teach." Australian Catholic University. School of Education, 2002. http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp19.16082005.

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As a result of two years working with the pre-service primary teachers in a College in Fiji I became aware of the difficulty many of the students were having understanding the primary school mathematics they would be required to teach. During that time I had attempted to help them overcome the difficulties by using different teaching approaches and activities but was far from satisfied with my efforts. Hence I decided to make a concerted effort to help the students by planning, implementing and partially evaluating a mathematics education unit, known as the Teaching Program for the first semes

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Cele, Sanelisiwe Yenzile Nicole. "Experiences of Primary school teachers in full service schools in Umlazi District." Thesis, University of Zululand, 2018. http://hdl.handle.net/10530/1678.

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A dissertation submitted to the Faculty of Education in partial fulfillment of the requirements for the Degree of Masters in Educational Psychology in the Department of Educational Psychology and Special Needs Education at the University Of Zululand, 2018<br>The dispute of inclusion is one that has not only been a challenge for South African schools but for the country as a whole. The success of the implementation of the inclusion policy will not only talk to the progress at the schools in South Africa (SA), but it will also provide us with a glimpse of the nation’s progress towards the implem

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Books on the topic "Pre-service primary school teachers"

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Banda, A. Familypac-- guidelines for teachers: For primary school teachers. Republic of Zambia, Ministry of Education, 2005.

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Joyce, Glasgow, Robinson Pansy, Unesco. Division of Science, Technical and Environmental Education., and United Nations. Environment Programme. International Environmental Education Programme., eds. Environmental education: Module for pre-service training of teachers and supervisors for primary schools. Unesco, Division of Science, Technical and Environmental Education, 1986.

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Pinner, Mary Timothy. In-service education in primary mathematics. Open University Press, 1985.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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Grigg, Russell. Becoming an outstanding primary school teacher. Longman, 2010.

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New Zealand. Education Review Office., ed. Managing professional learning and development in primary schools. Education Review Office, 2009.

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New Zealand. Education Review Office., ed. Managing professional learning and development in primary schools. Education Review Office, 2009.

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Atkin, Janet. Qualified, but what next?: A survey of primary teachers' views on award-bearing in-service courses. University of Nottingham, School of Education, 1986.

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J, Kruger Colin, Palacio David, Summers Mike, and Primary School Teachers and Science (PSTS) Project., eds. Understanding science concepts: Teacher education materials for primary school science. Oxford University Department of Educational Studies and Westminster College, 1991.

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Book chapters on the topic "Pre-service primary school teachers"

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Nhlengethwa, Khanysile Brenda, Nadaraj Govender, and Doras Sibanda. "Primary school pre-service teachers' enactment of inquiry-based-science teaching." In Inquiry-Based Science in the Primary Classroom. Routledge, 2023. http://dx.doi.org/10.4324/9781003380351-4.

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Serpe, Annarosa. "Online Resources for Training Pre-service Primary School Teachers in Mathematics." In Communications in Computer and Information Science. Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-67351-1_18.

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Lamanauskas, Vincentas, and Rita Makarskaitė-Petkevičienė. "Pre-service Preschool and Primary School Teachers’ Position on Artificial Intelligence." In EAI/Springer Innovations in Communication and Computing. Springer Nature Switzerland, 2025. https://doi.org/10.1007/978-3-031-81261-3_14.

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Udhin, Waaiza, and Avinash Oojorah. "Teaching In-Service Primary School Teachers Through Webinars." In Future Education and Learning Spaces. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-4226-6_8.

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Cox, Šárka. "Profesní rozvoj učitelů anglického jazyka na 1. stupni českých základních škol: přehledová studie." In Výzkum v didaktice cizích jazyků IV. Masaryk University Press, 2021. http://dx.doi.org/10.5817/cz.muni.p280-0055-2021-1.

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This work introduces 14 selected empirical studies focusing on the area of continuous professional development of primary English language teachers. For the lack of research found on the given topic, related studies were added discussing continuous professional development of all primary and lower secondary school teachers and English language teachers at pre-schools, secondary and tertiary institutions.

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Varg, Lina. "From Curriculum to Enacted Teaching of Photosynthesis, the Carbon Cycle and Sustainability in an Upper Primary School Class." In Shaping the Future of Biological Education Research. Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-44792-1_16.

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AbstractPrimary school science teachers provide vague descriptions of students’ engagement in classroom communication. Furthermore, there may be a discrepancy between what science teachers consider important to teach and what is actually taught. The transformation of intentions into teaching often involves lesson plans which require considerable time and effort to construct. Interestingly, expert teachers tend to rely on, for example, teaching strategies, rather than elaborate plans to realize intentions. This case study contributes knowledge about the congruence between intentions, plans and

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Khoiriyah, K., Mulya Fajar Bachtiar Idris, Aisyah Putri Rahma, and Ageng Hafizh Dhiya Ulhaq. "Teaching science through English: Pre-service teachers' implementation of CLIL approach in primary school." In Strengthening Professional and Spiritual Education through 21st Century Skill Empowerment in a Pandemic and Post-Pandemic Era. Routledge, 2024. http://dx.doi.org/10.1201/9781003376125-13.

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Mccormack, Lorraine. "Pre-Service Primary School Teachers’ Knowledge of Science Concepts and the Correlation between Knowledge and Confidence in Science." In Understanding Science Teachers’ Professional Knowledge Growth. SensePublishers, 2015. http://dx.doi.org/10.1007/978-94-6300-313-1_2.

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Kwok, Sylvia. "Implementation of Positive Education Projects in Hong Kong." In The Palgrave Handbook of Positive Education. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-64537-3_27.

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AbstractApplying the PERMA model, several positive education projects were launched in pre-primary, primary, high schools, and universities in Hong Kong. The projects were guided by a six-level implementation process described as learn it, live it, reflect it, conceptualize it, apply it and embed it. The pre-primary school project focused on the character strengths of creativity, bravery, hope, love, altruism, honesty, gratitude, and forgiveness. The whole school positive education project in primary schools aimed to enhance the wellbeing of teachers and students, and involved teacher training

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Cheng, May May Hung, and Fang-Yin Yeh. "STEM Teacher Professional Development for Primary School Teachers in Hong Kong." In Concepts and Practices of STEM Education in Asia. Springer Nature Singapore, 2022. http://dx.doi.org/10.1007/978-981-19-2596-2_15.

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AbstractThis study draws on the findings from a STEM education project to examine Hong Kong in-service primary school teachers’ perceived challenges in implementing STEM education, the support they received in STEM teacher professional development (STEM TPD), and their needs for future STEM TPD. The study engaged teacher professional development through a school-university partnership and adopted a practitioner research approach that aimed at enhancing primary school teachers’ professional capacity of designing STEM activities relevant to the Hong Kong curriculum, with an emphasis on the learn

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Conference papers on the topic "Pre-service primary school teachers"

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Dolenc, Sasa, Katarina Susman, and Jerneja Pavlin. "UNDERSTANDING GRAPHICAL REPRESENTATION OF MOTION AMONG PRE-SERVICE PRIMARY SCHOOL TEACHERS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.1539.

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Pavlin, Jerneja, and Katarina Susman. "OPINIONS OF PRE-SERVICE PRIMARY SCHOOL TEACHERS ABOUT VISITING A SCIENTIFIC INSTITUTION WITH PUPILS." In 17th annual International Conference of Education, Research and Innovation. IATED, 2024. https://doi.org/10.21125/iceri.2024.0638.

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Černoša, Tjaša, Katarina Susman, and Jerneja Pavlin. "DESIGN OF CONTENT FOR SCIENCE LESSONS BASED ON WALDORF PEDAGOGY BY PRE-SERVICE PRIMARY SCHOOL TEACHERS." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1432.

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Valerio, Marco, Valeria Damiani, and Marisa Carvalho. "PRE-SERVICE PRIMARY AND PRE-PRIMARY SCHOOL TEACHERS’ PERCEPTIONS OF THEIR READINESS TO TEACH CIVIC AND CITIZENSHIP EDUCATION IN ITALY: PRELIMINARY FINDINGS FROM A CASE STUDY." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.1658.

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Stunell, Kari. "PRE-SERVICE PRIMARY SCHOOL TEACHER REPRESENTATIONS OF PLURILINGUISM: HOW TO CREATE A PARADIGM SHIFT?'." In 17th International Conference on Education and New Learning Technologies. IATED, 2025. https://doi.org/10.21125/edulearn.2025.2043.

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Maiso-Ortega, Aurora María, Jaime Barrio-Cortes, María Díaz Quesada, et al. "HEALTHY HABITS IN PRE-SCHOOL AND PRIMARY SCHOOL TEACHERS IN A REGION OF SPAIN: A STUDY PROTOCOL." In 19th International Technology, Education and Development Conference. IATED, 2025. https://doi.org/10.21125/inted.2025.1739.

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Lamanauskas, Vincentas. "PRE-SERVICE PRIMARY TEACHERS’ SCIENCE CONTENT KNOWLEDGE: A CASE OF LITHUANIA." In SCIENCE AND TECHNOLOGY EDUCATION: DEVELOPING A GLOBAL PERSPECTIVE. Scientia Socialis Ltd., 2021. http://dx.doi.org/10.33225/balticste/2021.95.

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Primary school teachers’ science competence remains a highly relevant theoretical and practical problem. Although the general curricula and educational standards of Lithuanian general education school set quite high requirements for the process of primary school science education, the science competence of teachers raises reasonable concerns. It has to be stated that in university primary education study programmes, insufficient attention is paid to the natural science component. This leads to a possible lack of preparation for pre-service primary school teachers in science education. A pilot

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Valenzuela-Ruiz, Silvia María, Carmen Batanero, María Magdalena Gea, and José Antonio Garzón-Guerrero. "PRIMARY SCHOOL PRE-SERVICE TEACHERS´ UNDERSTANDING OF ORDINAL DATA." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.0922.

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Cohen, Irit Mazor. "Primary School Pre-Service Teachers' Collective Reflective Discourse On Reflection." In Education, Reflection, Development, Seventh Edition. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.06.31.

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Susman, Katarina, Alenka Žerovnik, and Irena Hergan. "IMPLEMENTING INTERDISCIPLINARY TEACHING APPROACH BY PRE-SERVICE PRIMARY SCHOOL TEACHERS." In 16th annual International Conference of Education, Research and Innovation. IATED, 2023. http://dx.doi.org/10.21125/iceri.2023.1548.

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Reports on the topic "Pre-service primary school teachers"

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Sitabkhan, Yasmin, Aida Alikova, Nurgul Toktogulova, Adema Zholdoshbekova, Wendi Ralaingita, and Jonathan Stern. Understanding Primary School Teachers’ Mathematical Knowledge for Teaching. RTI Press, 2024. http://dx.doi.org/10.3768/rtipress.2024.rr.0052.2409.

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We present the results from an exploratory study that aimed to measure teachers’ specialized knowledge in early mathematics during a pilot of an educational intervention using the Foundational Mathematical Knowledge for Teaching (FMKT) survey. The survey was administered to 323 teachers in the Kyrgyz Republic in 2021. We delve into survey results at two timepoints (pre- and post-intervention) to showcase the areas in which the intervention was successful and identify ongoing challenges in teacher knowledge. We found that the FMKT provided detailed, specific information on teacher learning and

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Yaroshenko, Olga G., Olena D. Samborska, and Arnold E. Kiv. An integrated approach to digital training of prospective primary school teachers. [б. в.], 2020. http://dx.doi.org/10.31812/123456789/3870.

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The article emphasizes the importance of information and digital technologies in pre-service training of primary school teachers, substantiates the content and components of information and digital competence of prospective primary school teachers. It points out that the main purpose of information and digital training in the pedagogical higher educational institutions (HEI) is to ensure the formation of digital competence of future primary school teachers, to prepare them for developing primary students’ digital literacy in classes on various academic subjects, for active use of ICT in primar

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Sowa, Patience, Rachel Jordan, Wendi Ralaingita, and Benjamin Piper. Higher Grounds: Practical Guidelines for Forging Learning Pathways in Upper Primary Education. RTI Press, 2021. http://dx.doi.org/10.3768/rtipress.2021.op.0069.2105.

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To address chronically low primary school completion rates and the disconnect between learners’ skills at the end of primary school and the skills learners need to thrive in secondary school identified in many low- and middle-income countries, more investment is needed to improve the quality of teaching and learning in upper primary grades. Accordingly, we provide guidelines for improving five components of upper primary education: (1) In-service teacher professional development and pre-service preparation to improve and enhance teacher quality; (2) a focus on mathematics, literacy, and core c

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Ruhalahti, Sanna, Ricardo Cuenca, and Sabine Rieble-Aubourg. Acquiring Socio-emotional Skills through Digital Badge-Driven Learning: A Case Study of Teachers Experiences in Barbados and Trinidad and Tobago. Inter-American Development Bank, 2023. http://dx.doi.org/10.18235/0004858.

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This case study aims to examine how Barbadian and Trinbagonian teachers experienced socio-emotional skill learning through a digital badge-driven learning process and what were teachers perceptions on how socio-emotional skill training benefitted teaching and learning. The studys focus is on the teachers reported professional development experiences. Participants (n148) in this study were from pre-primary, primary, and secondary schools. The case study used a mixed-method approach, including quantitative analysis of simple frequencies and qualitative inductive content analysis based on an onli

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Yusrina, Asri, Ulfah Alifia, Shintia Revina, Rezanti Putri Pramana, and Luhur Bima. Is the Game Worth the Candle? Examining the Effectiveness of Initial Teacher Education in Indonesia. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/106.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG. PPG is a one-year full-time programme in addition to four years of undergraduate teacher education (Bachel

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Chea, Phal, Chankoulika Bo, and Ryuto Minami. Cambodian Secondary School Teachers’ Readiness for Online Teaching During the Covid-19 Pandemic. Cambodia Development Resource Institute, 2022. https://doi.org/10.64202/wp.134.202205.

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The Covid-19 pandemic locked students all around the world out of school and caused unprecedented educational disruptions for more than two years. Like other countries, Cambodia switched from the traditional physical classrooms to online and distance learning during school closures. Cambodian schools were able to reopen their doors briefly at the end of 2020 after the first nationwide school closure in March earlier that year. However, largescale community outbreaks in February 2021 forced schools to close again. There have been successful lessons in developed countries where online learning a

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Thy, Savrin, Tong Ly, and Sokunthy Ean. Cambodian Upper Secondary School Education amid COVID-19 Pandemic: Challenges and Opportunities. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.137.202305.

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The outbreak of Coronavirus Disease 2019 (COVID-19) was announced as a pandemic by the World Health Organization (WHO) on 11 March 2020. Its presence has created significant disturbances across society and particularly within education. On 16 March 2020, as a preventative measure against the spread of COVID-19, the Royal Government of Cambodia (RGC) decided to close all educational institutions. However, in an effort to continue providing education services to students, the Ministry of Education, Youth and Sport (MoEYS) alongside relevant stakeholders made significant efforts to adopt distance

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Madhur, Srinivasa. Cambodia’s Skill Gap: An Anatomy of Issues and Policy Options. Cambodia Development Resource Institute, 2014. https://doi.org/10.64202/wp.98.201408.

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There is growing consensus that an emerging skill gap could impose human costs and constraints on Cambodia’s economic growth and development. The country is facing a shortage of skilled human resources even for low-to-medium skill intensive industries. There is a widening gap between the skills that industries and businesses need and what the education institutions, whether academic or vocational training, are producing. Cambodia’s skill gap is emerging at a time when the Association of Southeast Asian Nations (ASEAN) is preparing to launch the ASEAN Economic Community (AEC) in 2015. The AEC w

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Schipper, Youdi, Isaac Mbiti, and Mauricio Romero. Designing and Testing a Scalable Teacher Incentive Programme in Tanzania. Research on Improving Systems of Education (RISE), 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/044.

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School participation in Tanzania has increased dramatically over the past two decades: primary school enrolment increased from 4.9 million in 2001 to 10.9 million in 2020. While 81 percent of primary-school-age children are currently enrolled, over the last ten years, the primary completion rate has dropped and remains below 70 percent since 2015 (data from UNESCO Institute for Statistics).1 Despite improvements in enrolment, indicators of foundational learning remain low. According to the 2020 report of the Standard Two National Assessment (STNA), conducted by the National Examinations Counci

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Chea, Phal, Muytieng Tek, and Sorsesekha Nok. Gender Gap Reversal in Learning and Gender-Responsive Teaching in Cambodia. Cambodia Development Resource Institute, 2023. https://doi.org/10.64202/wp.141.202307.

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In the past two decades, Cambodia has been committed to the global agenda of ensuring that all children from all walks of life have access to education and quality learning opportunities. The focus was not only on access to education but also on gender parity and learning quality. Three years after the adoption of the Dakar Framework for Action in 2003, Cambodia adopted the national plan for Education for All (EFA) as a guiding pathway to realise the government’s commitments toward the education goals reiterated in the Dakar Framework. Cambodia has made subsequent development in education, not

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