Implementing a new model for teachers’ professional learning in Papua New Guinea

Abstract

This article reports on a study that investigates the possibilities of developing a professional learning model based on action research that could lead to sustained improvements in teaching and learning in schools in remote areas of Papua New Guinea. The issues related to the implementation of this model are discussed using a critical lens that questions the use of ‘western’ constructs about ‘successful’ professional learning and ‘quality’ education in Papua New Guinea. In the article, we discuss the notion of ‘professional learning’ and how action research can be conceived as a model for professional learning. Then, we discuss some of the issues and difficulties that are arising during the implementation of our study. The article concludes with a discussion of implications for future developments of professional learning for teachers in countries such as Papua New Guinea.