Da Bou, Louth Sran, Samruom Teu, Chhivrath Tep, Sinoeurn Kheuy, Savuth Vy, Vanny Dul
Battambang Teacher Education College (Cambodia), National University of Battambang (Cambodia), Preah Sihanouk Raja Buddhist University (Cambodia), Buddhism for Education of Cambodia (Cambodia)
This case study, a collaborative investigation into the self-assessment of student teachers' self-directed learning in the Battambang Teacher Education College (BTEC) teacher education program, provides valuable insights. The study employs both quantitative and qualitative analyses. Data was collected through surveys and open-ended questions with 187 BTEC student teachers. The findings revealed that student teachers actively engaged in reflective self-assessment practices, enabling them to identify improvement areas and develop personalized learning strategies. However, limited time, lack of mentorship, and inadequate institutional support could have helped their ability to fully direct their learning. The study provides practical recommendations to BTEC program administrators on enhancing the support and resources offered to student teachers, such as increasing mentorship opportunities and improving institutional support, to promote their autonomous learning and professional development. These recommendations are designed to be actionable and can be implemented to improve the BTEC teacher education program. The collaborative research contributes to the ongoing efforts to improve teacher education and equip future educators to meet the evolving demands of the modern classroom, making the audience feel included and part of the solution.
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