Teacher educators as curriculum developers: a case study of teacher education colleges in Cambodia

This case study explored the actual practices, challenges, and strategies employed by 25 teacher educators in Cambodia as curriculum developers, based on an analysis of documents and interview data. The results revealed that teacher educators were highly aware of their roles as curriculum developers, offering specific activities for syllabus development and revision, schemes of work and lesson plans, teaching practice, and assessment. However, challenges persist in terms of curriculum developers’ knowledge base, timeframes, and professional development, particularly within the Cambodian context.