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.

摘要

本文探讨了一群柬埔寨教师如何实施教育部的“儿童友好学校政策”。它使用翻译的概念来更细微地理解那些影响和影响他们与政策互动和制定方式的因素。通过在不同地点的三所小学进行的多站点案例研究，主要通过与教育工作者的访谈收集了数据。调查结果表明，这些教师利用他们先前的知识，经验和信念来理解政策规定，并进一步进行了翻译，以适应他们在课堂环境的限制以及培训和跟进不足的限制下对自己在课堂上实施的信心。以及资源不足。