Abstract:
This study aimed to; (1) evaluate the effectiveness of the Cambodian English Language
Pre-service Teacher Training Program (CEL-PTTP) at the National Institute of Education (NIE), and
(2) propose appropriate guidelines to improve the CEL-PTTP. The study was based on Kirkpatrick
and Kirkpatrick’s (2006) four-level model of training evaluation. The quantitative data were collected
from 89 teacher trainees using an English standardized test, a Teaching Knowledge Test (TKT), and a
self-administered questionnaire, and were analyzed by descriptive statistics, while the qualitative data
were collected from 5 teacher trainers, and 2 administrators through a semi-structured interview, and
were analyzed by qualitative content analysis. The findings revealed that the CEL-PTTP was effective to
some extent; that is, the trainees’ reaction toward the CEL-PTTP was at “Neutral” level. The trainees’
knowledge and skill were at “Average” level, while their attitude was changed positively. This meant that
trainees’ learning level was slightly improved and their behavior was positively changed to some extent.
The Cambodian upper secondary schools gained some benefits from the CEL-PTTP. Another finding
suggested four dimensions as the proposed guidelines for the NIE’s management team to consider when
planning and conducting the CEL-PTTP in the following years. The four dimensions are: (1) Improving
Learning Environment, (2) Upgrading Training Resources, (3) Improving Training Curriculum, and (4)
Enhancing Program Management.
