A case study of how primary school teachers in Papua New Guinea understand outcomes-based education

摘要: This case study explored how a group of primary school teachers in Papua New Guinea (PNG) understood Outcomes-based Education (OBE). OBE measures students. learning against specific outcomes. These outcomes are derived from country.s vision the kind citizen that education system should produce. While countries such as Australia, South Africa, Zealand and United States have abandoned OBE, others PNG adopted it various ways. How understand is important because understandings likely to influence they implement curriculum. There has been no research date which investigated teachers. experiences with OBE. used single exploratory design investigate twenty National Capital District (NCD) The study, underpinned by an intepretivist paradigm, question: do outcomes-based PNG? data comprised surveys, in-depth interviews documents. Data were analysed thematically using explanation building techniques. findings revealed viewed way equip them additional strategies for planning programming, teaching learning, assessment. Teachers also described enabled both students become more engaged develop positive attitudes towards learning. was perception enhanced future life skills through increased local community support. some commented on reforms provided professional development opportunities, greatest impediment implementing perceived be lack sufficient resources. process programming classroom activities regarded onerous. Some indicated had required without adequate in-service training social constructivist theory knowledge underpins OBE.s student-centred pedagogy can cause tensions within PNG.s cultural contexts need aware these when conducting peer or under PNG. By exploring highlighted concepts interpreting syllabus documents applied Identifying differences teacher understanding provides guidance materials support implementation training. Thus, this will inform educators about In addition, provide much needed insight into mandated curriculum pedagogical reform impacts teachers‟ practices