Adopting Research Practices in Cambodian Teacher Education Colleges: Effects on Educator and Student Competence
DOI:
https://doi.org/10.53103/cjess.v6i3.499Keywords:
Research Performance, Research Competencies, Research Competence, Professional Development, Teacher EducationAbstract
Research is vital for enhancing the professional development and pedagogical practices of teacher educators. This study examines current research practices among teacher educators, the relation of research performance and research competencies, and the research competence of student teachers at Teacher Education Colleges (TECs) in Cambodia. A total of 106 teacher educators completed surveys, while 337 student teachers participated in tests via Google Forms for efficient data collection. Statistical analyses were performed using SPSS, including both descriptive and inferential methods. These methods, such as ANOVA and regression analyses, were used to find relationships and identify factors that could predict outcomes. The findings revealed that a majority of teacher educators exhibited restricted research experience, thereby highlighting the necessity for focused interventions aimed at enhancing their research capabilities. Notably, regression analysis revealed that only research experience has a positive influence on teacher educators' research knowledge (β = 0.640, Sig. < 0.001) and research skills (β = 0.436, Sig. < 0.001), while research attitude (β = 0.085, Sig. = 0.399) does not show significance. The model explaining student teachers' research competence accounted for only 16% of the variance. Addressing these findings, TEC administrators should create research training programs, promote collaborative workshops, incentivize publication, and allocate resources to foster an environment that prioritizes academic inquiry and innovation, ultimately enhancing educational outcomes.
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