By: OUK KHAMDY Teacher Trainer

NYIS

Aim: A. To find out a new type of teacher trainers needed to

orient ASEAN integration. B. Study objective:

1.To find out weaknesses in teacher trainers professional skills and professional development.

2. What need to be done to enhance teacher trainers at time being

3. To improve effectiveness in teacher training. C. Scope and limitation: Place: Kampong Cham RTTC and PTC Sample/ population: Teacher trainers of all subjects

I. Brief background of training II. Past experience III. Training after first election 1993 IV. Present situation V. Findings VI. Conclusion VII. Points to consider

A. Teacher training started in 1982-83 for lower secondary teachers.

B. MOEYs and TTD worked hard to conduct the training courses.

C. English teacher training started in 1994 and 1998 in kampong Cham RTTC.

C. Types of training: In-service and pre-service. D. System of training: 7+3 and 12+2 formula. 7+3 formula finished in 2004, but teachers still

exist, particularly in remote areas.

A. Lack of school facilities. B. Lack of documents and human resources. C. Lack of budget to support training process. D. Lack of experience , expertise in practice and

experiment in training program. E. Training focused on theory, concepts, and

techniques more than experiment and practice.

A. NGO involved in school innovation, school facilities, and trained teachers and inspectors.

B. MOEYs and NGO worked hard to produce course books, and curriculum for training.

C. Lack of budget to support training process. D. More theory but less practice and experiment.

A. There have been technical support in training teachers.

B. ICT has been included in training teachers both in pre-service and in-service.

C. Awareness and child friendly school have been included in the training program.

D. Priority budget increases practice and experiments.

E. Practicum has been set up for novice.

A. The capacity of the trainers are mixed up B. Bachelor degree = 64% C. Master degree = 36% D. Capacity strengthening policy of MOEYs. Formal teacher training: A. Trained = 55 % B. Untrained = 45 %

A. A small number of trainers had been trained on education science and doing research.

B. 34 % of the trainers attended training course oversea ( short course training).

C. Skills training abroad: D. Methodology, techniques, and teacher training

are the main focus.

A. Most of the trainers read methodology and foundation of education books.

B. A small amount of them read thinking skills and education theory books.

C. Teacher newsletters are used as education journals.

1. Professional progress had mostly been made through workshop and seminar.

2. 56% did not involve in doing any types of the research.

3. 75% has focused on teaching video clips on you tube not on teaching portfolio.

1. The teacher trainers 'capacity is high compared to the past; however, how do we compete with the rest of the other nations in ASEAN community on the job we are responsible for?

2.The school lacks of highly skilled trainers. 3. We will lack of education leaders and

researchers in the field of education in the future.

1.Teacher trainers 'capacity and professional development should be upgraded.

2. We need teacher trainers that are potential, long life learners, and researchers.

3.Workshop, seminar is not the only way to upgrade professional development and professional skills.

4.We need teacher trainers that can teach young learners and specialized English.

5. Curriculum development for teacher training should be reformed.

THANK YOU