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Australian Journal of Teacher Education, v37 n4 p110-127 Apr 2012

Global and national agendas for quality education have led to reforms in Papua New Guinea's (PNG) elementary education, but criticism of the learner-centred Western pedagogies has emerged. One key influence on quality teacher education relates to perspectives of teaching. Existing research shows teachers' beliefs and perceptions of teaching influence their practice, however to date little research has investigated perspectives of teaching for elementary education in PNG. This single exploratory case study investigated the perspectives of teaching for eighteen elementary teacher trainers as they studied for a Bachelor of Early Childhood (Teacher Education). The study, drawing on an interpretivist paradigm, analysed journals and course planning documents using a thematic approach. The findings revealed that while the trainers' perspectives of teaching children tended to reflect a learning-centred perspective (focused on what the teacher does), their perspectives of teaching adults were both learning-centred and learner-centred (what the learner does). Based on these findings, a culturally connected perspective of teaching is advocated for PNG elementary teacher education. This perspective enables the co-existence of both the learning-centred and learner-centred perspectives of teaching in the PNG cultural context and has implications for teacher education and the communities involved in elementary education in general. (Contains 2 tables and 1 figure.)

Descriptors: Preservice Teacher Education, Elementary Education, Educational Quality, Foreign Countries, Thematic Approach, Cultural Context, Elementary School Teachers, Teacher Education Programs, Culturally Relevant Education, Educational Change, Case Studies, Elementary School Curriculum, Teacher Competencies

Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/





Autor: Hahambu, Casper; Brownlee, Joanne M.; Petriwskyj, E. Anne

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=1918&id=EJ969536







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