This report aims to compile best practices in early-grade mathematics teaching by two outstanding teachers, Ms. Prak Ponleu (Grade 1) and Ms. Sok Sophorn (Grade 3) at 2 Thnu Primary School in Battambang City. The report's results indicate that both outstanding teachers achieved an overall average score of 2.78 out of 3.00 (equivalent to 92.7%), with the most prominent indicators being teaching from concrete to abstract and the use of local instructional materials, both of which received a full score of 100%. Furthermore, the preparation of 5-step lesson plans, the use of mini-whiteboards to assess understanding, assisting slow learners through a βpeer-to-peerβ approach, and flexibility in adapting plans are also crucial exemplary points. Based on these findings, the study synthesized and established an β8-Step Model Teaching Cycle for Early-Grade Mathematicsβ, which includes: Content Study, Lesson Planning, Material Selection, Activity Implementation, Learning Observation, Assessment, Plan Revision, and Re-implementation. This model teaching cycle serves as an important pedagogical tool for training student teachers and continuously developing the profession of teachers to enhance the quality of mathematics education in Cambodia.
Battambang Journal of Education and Teaching (BJET)
Advancing Education and Teaching Research in Cambodia and Beyond
1). About the Journal
The Battambang Journal of Education and Teaching (BJET) is a peer-reviewed academic journal published by the Battambang Teacher Education College (BTEC), Cambodia. The journal provides a platform for teachers, teacher educators, researchers, education professionals, and policymakers to share original research, scholarly perspectives, and innovative practices that contribute to the advancement of education and teaching.
BJET welcomes contributions from Cambodia and around the world, with particular interest in research addressing educational issues in Cambodia, Southeast Asia, and other developing and emerging education systems. The journal seeks to promote high-quality research, professional dialogue, and evidence-informed practice in education.
2). Aims and Scope
The Battambang Journal of Education and Teaching (BJET) aims to advance knowledge and scholarship in education and teaching and to promote research that contributes to the quality, relevance, equity, and effectiveness of education. BJET welcomes empirical, theoretical, methodological, and practice-oriented contributions across a broad range of educational contexts and disciplines.
What can papers be about?
BJET welcomes original research and scholarly contributions addressing, but not limited to:
- Teacher education and teacher professional development
- Pre-service and in-service teacher education
- Teaching, learning, and pedagogy
- Curriculum development and educational reform
- Educational assessment and learning outcomes
- Student learning, competencies, and achievement
- Digital education, educational technology, and artificial intelligence in education
- School leadership, management, and governance
- Inclusive education, equity, and access to education
- Early childhood, primary, secondary, and higher education
- Educational policy, planning, and administration
- Teacher professional standards and competencies
- Classroom-based and school-based research
- Educational psychology and learner development
- STEM education and interdisciplinary education
- Language education, literacy, and numeracy
- Education for sustainable development and global citizenship
- Community engagement and education
- Comparative and international education
- Educational innovation and emerging practices
- Other contemporary issues relevant to education and teaching
BJET particularly welcomes studies with clear implications for teachers, teacher educators, school leaders, education institutions, policymakers, and educational practitioners.
3). Types of Publication
BJET publishes the following types of scholarly contributions:
Full Research Articles: Full research articles present original empirical or theoretical research and make a clear contribution to knowledge, educational policy, or practice.
Recommended length: 6,000β8,000 words, excluding references, tables, figures, and supplementary materials.
Review Articles: Review articles provide a critical and comprehensive synthesis of existing research on significant topics in education and teaching.
Short Communication and Research Report: These articles present focused research findings, preliminary research results, innovative teaching practices, educational interventions, or significant developments.
4). How Are Papers Assessed?
All manuscripts submitted to BJET undergo an initial editorial screening to determine whether they fit the journal's aims and scope and meet the journal's basic academic and presentation requirements.
Manuscripts that are considered suitable for further consideration are normally sent to independent reviewers with relevant expertise. BJET follows a double-blind peer-review process, whereby the identities of authors and reviewers are kept confidential.
- Relevance to the journal's aims and scope
- Originality and significance of the contribution
- Clarity of research questions or objectives
- Appropriateness and rigor of the methodology
- Quality and transparency of data analysis
- Interpretation and discussion of findings
- Contribution to education research, policy, or practice
- Quality of academic writing and presentation
- Ethical considerations, where applicable
5). Manuscript Submission
Manuscripts may be submitted in English or Khmer and should be prepared in accordance with the Instructions for Authors .
Manuscripts should be submitted by email to: bjet@btec.edu.kh
6). Editorial Board
Dr. Ratha CHEA
Battambang Teacher Education College (BTEC), Cambodia
Dr. Sinourn HUOT
Battambang Teacher Education College (BTEC), Cambodia
Dr. Vandy TEP
Battambang Teacher Education College (BTEC), Cambodia
Ms. Dalin LIM
Battambang Teacher Education College (BTEC), Cambodia
Mr. Sokun SON
Battambang Teacher Education College (BTEC), Cambodia
Mr. Ravy HUN
Battambang Teacher Education College (BTEC), Cambodia
Mr. Sophon HIENG
Battambang Teacher Education College (BTEC), Cambodia
Mr. Da BOU
Battambang Teacher Education College (BTEC), Cambodia
Ms. Voleak CHAP
Battambang Teacher Education College (BTEC), Cambodia
Mr. Seanghai GNET
Battambang Teacher Education College (BTEC), Cambodia
Research & Publications
Explore action research series and academic publications.
Collaborative assessment has usability mattersβlearners have the naivetΓ© to believe that an assessment is used to label their learning outcomes as pass or fail and that it relies on individual effort. The findings concluded that collaborative assessment is superior to individual assessment of educational psychology tasks if performance is measured using explanation tasks.
This study aims to investigate student teachers' responses to factual and conceptual questions and how this influences their learning involvement. Remarkably, it was found Student Talking Time increased while Teacher Talking Time decreased when the teacher educator acted as a facilitator.
This study aims to check the critical thinking skills of student teachers 12+4 of BTEC based on their ability through pre-survey and post-survey. 52% of student teachers in the first category provided claims, evidence, and justifications effectively.