Toward a genocide education framework: Teacher training program for history teacher in Cambodia: A multiple case study

Date of Publication

2014

Document Type

Master's Thesis

Degree Name

Master of Arts in Education Major in Educational Leadership and Management

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Educational Leadership and Management

Thesis Adviser

Aldrin A. Darilag

Defense Panel Chair

Roland Niño L. Agoncillo

Defense Panel Member

Minie Rose C. Lapinid
Joel Durban
Voltaire M. Mistades

Abstract/Summary

The study is grounded in multiple descriptive case study design which utilized triangulation as a data collection method which was to develop a framework for genocide education in secondary education based on the qualitative data gathered from two public high schools in Kandal province, Cambodia.

The study covered selected principals, history and geography teachers, and students from school A and school B. A total of 2 principals, 5 history and geography teachers, and 16 grade-12 students participated in the study. Data were gathered through interview and observations.

Basically, the study determined one most important area of genocide education framework. That is the teacher training program which helps improve the genocide education in Cambodian schools around the country. The study likewise investigated (a) the importance and goal of teaching a history of Democratic Kampuchea, (b) the teaching methodologies of teaching a history of Democratic Kampuchea, (c) the challenges and qualities in teaching a history of Democratic Kampuchea, and (d) student achievement of learning a history of Democratic Kampuchea.

The result of the study showed that secondary education students and history teachers acknowledged that the study of a history of Democratic Kampuchea is significantly important because of its application to the real-life context in the community and peers. Furthermore, the study of a history of Democratic Kampuchea also paved the way for other outcomes such as change in perception, personal development, improved relationship, and acquisition of new knowledge. Findings of this study also pointed to the important role of history teachers in strongly teaching course concepts and encouraging students to think critically about the ways that lead to promote peace, reconciliation, healing and human relationship.

Based on the result of the study, a framework of the teacher training program which serves as one most important part of the genocide education framework was developed. The framework was based on the study across two public high schools. The result of the study showed that the educational leaders may stay focused on four important parts of genocide educations teacher training framework: (a) curriculum contents of the Democratic Kampuchea history, (b) teaching pedagogy of the Democratic Kampuchea history, (c) challenge and quality of teacher in teaching the Democratic Kampuchea history, and (d) the student achievement after teaching and learning the Democratic Kampuchea history.

It is recommended that studies on professional development of teacher who teach the genocide, service learning or community involvement in the genocide education in Cambodia and the ability of teachers to deal with students misconception be further conducted in order to improve teaching and learning a history of Democratic Kampuchea. In addition, annual workshop for history and social study teachers should be carried out to institutionalize the teacher training program for genocide education in Cambodia.

Abstract Format

html

Language

English

Format

Electronic

Accession Number

CDTG007538

Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

1 computer disc ; 4 3/4 in.

Keywords

History--Study and teaching--Cambodia; Teachers--Training of--Cambodia

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