Trained for teaching high school, poached for teacher training

a case study of a Cambodian English teacher's first year of teaching in Cambodia

Research output: Chapter in Book/Report/Conference proceedingChapter

Abstract

This chapter is concerned with reconciling formal teacher training and actual classroom practice in the first year of a language teacher's career. A case study of the experience of a Cambodian English teacher's first year of teaching in Cambodia is presented. The teacher completed a four-year BEd (TEFL) degree to teach English in Cambodia's public secondary school system. By graduation, however, she had been recruited along with nine other graduates to replace a team of expatriate lecturers and teach on the BEd (TEFL) programme itself. The chapter explores diverse issues as this teacher had to adjust to a demanding and high-profile teaching position for which she was not specifically trained. Among the issues discussed are: the adjustment from native-speaker expatriate lecturers to non-native-speaking local lecturers; the classroom management of unruly students; and gender relations in the language classroom. The research methodology (combining introspection, questionnaire and interview) provides a rich description of this teacher's personal account of her first and most formative year of teaching.
Original languageEnglish
Title of host publicationNovice language teachers
Subtitle of host publicationinsights and perspectives for the first year
EditorsThomas S. C Farrell
Place of PublicationLondon ; Oakville, CT
PublisherEquinox Publishing
Pages29-42
ISBN (Print)9781845534028
Publication statusPublished - 2008

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