Translating Policy into Practice: Cambodian Primary Schoolteachers' Sense-Making of the Child Friendly Schools Policy

Autor/in	King, Elizabeth
Titel	Translating Policy into Practice: Cambodian Primary Schoolteachers' Sense-Making of the Child Friendly Schools Policy
Quelle	In: Compare: A Journal of Comparative and International Education, 52 (2022) 8, S.1314-1331 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (King, Elizabeth)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2020.1866495
Schlagwörter	Elementary School Teachers; School Policy; Foreign Countries; Case Studies; Policy Analysis; Teacher Attitudes; Classroom Environment; Educational Resources; Program Implementation; Educational Change; Access to Education; Equal Education; Political Attitudes; Teaching Methods; International Organizations; Meetings; Educational Policy; Cambodia + Suchen Sie Ihr Suchwort? Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schulpolitik; Ausland; Case study; Fallstudie; Case Study; Politikfeldanalyse; Lehrerverhalten; Klassenklima; Unterrichtsklima; Bildungsmittel; Bildungsreform; Education; Access; Bildung; Zugang; Bildungszugang; Political attitude; Politische Einstellung; Teaching method; Lehrmethode; Unterrichtsmethode; International organisation; International organisations; International organization; Internationale Organisation; Meeting; Tagung; Politics of education; Bildungspolitik; Kambodscha
Abstract	This paper explores how a group of Cambodian teachers implemented the Ministry of Education's Child Friendly Schools Policy. It uses the concept of translation to enable a more nuanced understanding of those factors that shaped and influenced how they interacted with and enacted the policy. Using a multi-site case study in three primary schools, in distinct locations, data were collected, primarily through interviews with educators. Findings suggest these teachers used their prior knowledge, experience, and beliefs to make sense of policy prescriptions, further translating these to fit what they felt confident in implementing in their classes within the limitations of their classroom environments and the constraints of insufficient training and follow-up, and inadequate resources. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01