Teacher Trainers’ Perception and Practice on Credit-Based Curriculum in English Language Teaching at Teacher Education College, Cambodia

This study investigates teacher trainers' perceptions and practices regarding implementing credit-based curriculum models in English language teaching. The research examines teacher trainers' viewpoints and experiences through survey questionnaires conducted across four Cambodian teacher education institutions. The findings reveal several challenges teacher trainers face, including adapting teaching approaches, enhancing research skills, and managing administrative complexities posed by the credit-based curriculum structure. The study's findings highlight the potential impact of comprehensive professional development and institutional support. These insights offer hope for the effective implementation of credit-based English language curricula and improved learner outcomes, providing a sense of optimism for curriculum developers and trainers. The implications can guide other subject trainers as the Ministry of Education, Youth, and Sport considers modifying the curriculum better to meet the needs of teacher trainees and trainers.