Understanding Learning and Teaching in Papua New Guinea: Elementary Teacher Trainers Engaged in Cultural Authorship in the Context of National Educational Reforms

Brownlee, Joanne M.; Farrell, Ann; Davis, Julie M.

doi:10.14221/ajte.2012v37n2.4

Cited by 2 publications

(2 citation statements)

References 16 publications

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“…However, this area of research is still in its infancy, requiring more contributions. Subsequently, many of the materials reviewed are expert opinions, personal and professional accounts, and reflections of experts (including Brownlee, Farrel & Davis, 2012;Guthrie, 2015;Hahambu, Brownlee, & Petriwskij, 2012;Narokobi, 1983;Waldrip, Taylor, & Wilikai, 2012), along with traditional local knowledge drawn from my own experiences, backed by similar cultural knowledge from sources elsewhere. The discussion begins with a focus on historical context and the introduction of formal education in PNG.…”

Section: Original Article Melanesian Pedagogy For Upng Social Work Fimentioning

confidence: 99%

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

Lawihin

2019

ANZSWJ

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INTRODUCTION: Social work education was introduced in the early 1970s in Papua New Guinea (PNG) and is still developing. Subsequently, its teaching and learning approaches have developed and, significantly, applied with greater flexibility than a standardised format although contemporary western methods predominate. METHOD: The centrality of the PNG context for culturally relevant social work education and the paradigms of pedagogy in field education are discussed. PNG worldviews of teaching and learning have links to similar educational and practice perspectives from the Melanesian region, Pacific and other relevant non-western contexts.CONCLUSIONS: PNG’s ways of teaching and learning are yet to become formally integrated into contemporary social work education due to issues of credibility, relevance and quality assurance regarding professional social work values. The article argues for substantial integration and utilisation of traditional PNG-specific methods of teaching and learning in the delivery of social work education at the University of Papua New Guinea (UPNG) as important steps in developing the profession in the country. Indigenous local knowledge and practices of teaching and learning should become integrated into formal classroom pedagogical strategies in social work.

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Section: Original Article Melanesian Pedagogy For Upng Social Work Fimentioning

confidence: 99%

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

Lawihin

2019

ANZSWJ

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“…Teacher's understanding of learning affects the way the teacher carries out the lesson. There is clear evidence that ways of understanding learning and teaching mediate teaching practices [14]. However, the teachers' weakness of knowledge and understanding about the pedagogical practices promoted by the new curriculum and the nature of the competencies, together with their narrow interpretation of these, seems to have influenced, if not overtly encouraged, the retention of traditional approaches to pedagogy [15].…”

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confidence: 99%

The mathematics teachers' understanding of learning process based on 2013 curriculum 2017 revision

2019

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This study is a qualitative research with case study strategy that aims to describe the understanding of Mathematics teacher about the learning process based on 2013 Curriculum (K13) 2017 Revision. The subjects of this study are a Mathematics teacher who has status as a Civil Servant and Honorary at SMAN 1 Wuryantoro, Wonogiri Regency. The result of this study is generally, the understanding of the two Mathematics teachers about the learning process based on K13 2017 Revision have been appropriate to the guidelines K13 2017 Revision by the Ministry of Education and Culture of Indonesia. However, the Honorary teacher's understanding of the learning process has not been appropriate to the Assessment Guidelines by Educators and the High School Education.

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Understanding Learning and Teaching in Papua New Guinea: Elementary Teacher Trainers Engaged in Cultural Authorship in the Context of National Educational Reforms

Cited by 2 publications

References 16 publications

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

Culturally relevant pedagogy for social work learning in Papua New Guinea: Perspectives from the University of Papua New Guinea’s fieldwork programme

The mathematics teachers' understanding of learning process based on 2013 curriculum 2017 revision

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