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ERIC Number: EJ1353599
Record Type: Journal
Publication Date: 2022
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2326-3873
EISSN: N/A
Cambodian Teachers' Perceptions of Online Teaching: During and beyond the COVID-19 Pandemic
Soeung, Sopha; Chim, Vutheavy
FIRE: Forum for International Research in Education, v7 n3 p38-53 2022
This limited topical life history study aims to gain insights into COVID-19's impacts on teaching at upper secondary schools through Cambodian teachers' perceptions of online teaching. It presents teachers' current challenges and needs as well as future impacts on their teaching practices. Online semi-structured interviews were conducted to collect data from twenty-nine subject teachers and their school directors. This study concluded that the COVID-19 pandemic reduced the quality of teaching and learning due to the limited functions of monitoring students rather than limited digital knowledge and skills. Classroom management is still required although the learning is online. The empirical evidence suggests this effect in science disciplines; especially for calculation-related subjects. However, COVID-19 was viewed as providing secondary education with a great deal for implementing the digital revolution of education 4.0 and created some practical issues for policymakers and implementers. Although the findings concur with previous literature on online teaching during the pandemic, they also draw context-specific features of the issue.
Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: https://fire-ojs-ttu.tdl.org/fire/index.php/FIRE
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Cambodia
Grant or Contract Numbers: N/A