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Download full textVan, Leap; Mao, Sokalyan; Cnudde, Veerle – Global Education Review, 2018
Despite adequate facilities and several education reforms, most Cambodian teacher trainers fail to provide sufficient content knowledge and student-centered pedagogy. Many also lack the skills to diagnose preservice teachers' misconceptions and to propose adequate solutions. Dictating lessons with little feedback or applied activities or having…
Descriptors: Foreign Countries, Pedagogical Content Knowledge, Number Concepts, Preservice Teachers
