Abstract
[Research purpose]This study compares primary school teacher training systems in Cambodia and Korea, aiming to provide insights for future reforms in Cambodia.
 [Methodology]Through a literature review, an analysis, and a survey of Cambodian educators, we identify similarities and differences in the development processes of the two systems.
 [Results]Cambodia's system resembles Korea's during the 1980s and 1990s, reflecting transitions to four-year university-level training. However, challenges persist in Cambodia's system, with limitations in evaluating candidate’s teaching suitability, curriculum adaptability, and a loose certification and recruitment framework. Survey responses from Cambodian educators express positivity towards the implications drawn from the study.
 [Conclusion]The study recommends gradual reforms in Cambodia, emphasizing removing traditional testing and curriculum components and integrating competence-based elements, mirroring Korea's successful trajectory.
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