Improving the quality of English language teacher educators: a case study at a Cambodian university

Abstract

Despite the increasing attention to teacher education, there is little, if any, literature on English language teaching quality of teacher educators. This occurs even more so in terms of policy where the focus on teachers is still overwhelmingly dominant. This study investigated ways of improving the quality of teacher educators working in an English department at a university in Cambodia. The findings of the study suggest the significant importance of providing teacher educators with support in terms of enhancing their qualifications as well as providing them with field experience. Professional supports that sustain teacher educators’ work are also necessary, and language-in-education policy on English education in Cambodia needs to be explicit in accentuating this if change is to happen.