Early childhood education in Cambodia: preschool teachers’ beliefs, curriculum priorities, and professional development needs
Bibliographic record
Abstract
Improving the quality of preschool education is a key goal of curriculum reform initiatives worldwide, including in developing countries such as Cambodia. The preschool curriculum in Cambodia focuses on five core learning areas: mathematics, science, social science, Khmer literacy, and psychomotor skills. This study explored Cambodian preschool teachers’ beliefs about how children learn, their curriculum priorities, and professional development (PD) needs. The study recruited 409 teachers from the three types of preschools in the country. Data were collected through an online survey. We found that participants held child-centered teaching beliefs and considered science and social science the most important learning areas for children. They reported high PD needs in mathematics and Khmer literacy. No differences were found when comparing participants’ responses across educational level, teaching qualification, age, and teaching experience. The study findings offer valuable insights into preschool teachers’ teaching beliefs, curriculum priorities, and PD needs, which may inform teacher education policy and practice in Cambodia and other developing countries.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.001 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.002 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.000 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".