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Investigating ELT Teacher Professional Learning Practice in Cambodian Higher Education

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Thesis(6.66 MB)

Date

2025

Authors

Supervisor

Couper, Graeme
Lourie, Megan

Item type

Thesis

Degree name

Doctor of Philosophy

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Publisher

Auckland University of Technology

Abstract

Teacher Professional Learning (TPL) has been the subject of scholarly inquiry for over six decades (Hallinger & Kulophas, 2019). Research highlights the potential of TPL to foster teachers’ growth and improve learner outcomes (Kyndt et al., 2016; Smet et al., 2022; Ventista & Brown, 2023); however, studies lack consensus on context-appropriate strategies for effective TPL, locally or globally (Chea, 2022; Vermunt et al., 2019). Researchers continue to investigate various factors, such as contextual, institutional, and managerial aspects, that shape TPL (Koffeman & Snoek, 2019; Pedder & Opfer, 2019; Vermunt et al., 2019). Despite sustained research efforts (e.g., Bruce et al., 2010; Cirkony et al., 2024; Dudley et al., 2019; Timperley et al., 2008; Wilson & Berne, 1999;), significant gaps remain, such as the inconsistencies in understanding how teachers gain knowledge and incorporate new ideas into their teaching practices (Cirkony et al., 2024) and the lack of a comprehensive theory of professional learning (Asterhan & Lefstein, 2024; Kennedy, 2014). This thesis thoroughly examines the landscape of TPL practices of Cambodian English language teachers in higher education institutions (HEIs), framing this as its overarching research question. Through this investigation, it explores their perceptions about professional learning, the activities they engage in, and the motivational and contextual factors influencing their growth. Additionally, it investigates how the process affects their teaching practices and provides insights on promoting TPL within this context. The study addresses the geographical imbalance in TPL research noted by Hallinger and Kulophas (2019) and underscores the need for developing an overarching framework for TPL (Kennedy, 2014; Asterhan & Lefstein, 2024). Guided by a social constructivist framework, the project adopts a qualitative case study design to collect primary data from seven participants—three from urban Higher Education Institutions (HEIs) and four from provincial HEIs—through semi-structured interviews, classroom observations followed by recall interviews, weekly voice memos recorded by the participants, and institutional documentation. The data were analysed using a hybrid coding approach (Bazeley, 2009; Fereday & Muir-Cochrane, 2006). The findings from this research provide insights into Cambodian English language teachers’ perspectives on professional growth and the factors influencing their professional learning process. The study also highlights teachers’ aspirations and motivations for professional growth, the strategies and activities they adopt, their perceptions of effective facilitation in professional learning processes, and the impact of TPL on classroom practice. A key theoretical contribution of this research is the development of a Comprehensive Model for Teacher Professional Learning. This framework integrates teacher cognition, professional identity, and agency (Bandura, 2001, 2006; Beijaard et al., 2004; Biesta et al., 2015; Borg, 2003; Emirbayer & Mische, 1998; Flores & Day, 2006; Hallinger et al., 2019) as Pillars of Teacher Professionalism, emphasising their interplay with TPL opportunities to form educators’ Professional Learning Repertoire (Caffarella, 1993; Ermeling, 2010; Farrell, 2011; Freire, 1970; Garrison, 1997; Meirink et al., 2007; Meirink et al., 2009; Schön, 1983; Timperley et al., 2014). It highlights the transformative impact of TPL on instructional practices, particularly in fostering creativity, adaptability, and innovation in the classroom (Bandura, 1991, 1997; Tschannen-Moran & Hoy, 2001). This study not only addresses the socio-cultural and educational nuances of TPL in Cambodia but also enriches global understanding by presenting actionable recommendations for stakeholders, in addition to the Comprehensive Model for Teacher Professional Learning. Institutional leaders and policymakers are encouraged to foster collaborative, context-sensitive, and Professional Learning Opportunities. By successfully achieving its aim of providing an in-depth understanding of the TPL process, this thesis offers a theoretical advancement and a foundation for further research in underrepresented settings.

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http://hdl.handle.net/10292/19673

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Doctoral Theses