2022 Volume 96 Pages 1-12
This study applied adult education theory to the development, implementation, and evaluation of a professional development program for textbook developers in Cambodia’s Ministry of Education, Youth and Sport. In particular, it sought to improve the design of professional development programs in social studies. Using andragogy as a theoretical basis, a three-year program was developed that enabled participants to autonomously construct meaning as professionals. Also, using experiential learning theory as a theoretical basis, an annual program was developed to provide knowledge and skills in textbook development. Four textbook developers who were core participants in the 2018 program were then selected and interviewed, and their output was analyzed.
An analysis of the learners’ project experiences confirmed the diversity of constructed meanings among the learners. The andragogic learning process allowed learners to learn autonomously in pursuit of self-actualization, as the project employed appropriate assessment techniques and showed respect for learners’ needs and concerns. Also, analysis of the model textbooks produced showed that learners were able to apply and reproduce the knowledge and skills they had acquired in the program. Learners acquired knowledge and skills pertinent to textbook development through the “abstract conceptualization” of experiential learning theory. They were then able to conduct “active experimentation” to re-contextualize this learning on the job in Cambodia.
Professional development programs in social studies should be rooted in adult education theory and should be inclusive of learners with diverse needs. They should also be structured to harmonize the vision of social studies with the self-actualization of professionals, based on the principle of congruence. This study suggests that research to improve social studies education should focus not only on children but also on adults, and not only on lessons but also on professional development programs.
