The changing agenda in teacher education in Papua New Guinea

This paper presents a critical analysis of, and a practical response to, teacher education imperatives shaping the politics, policy, structure and operation of Community Teachers Colleges in Papua New Guinea today. Present Papua New Guinea educational realities call for a rethinking of the political socialisation that has characterised Community Teachers Colleges in the past. The evidence suggests that the predominantly unreflective (basic skills/behavioural objectives), centralised approach which has come to characterise the administration of Teachers Colleges, inhibits the capacity of teacher educators for the now essential task of developing ‘critical and analytical thinking’ in relation to college governance and program development and delivery. The approach taken to professional development is that of the Papua New Guinea (Primary) Teachers College Lecturers Professional Development Project (1990-94), in which critical understandings are developed in relation to the current and emerging needs and demands on Teachers College graduates. The Project approach has been developed so that Project experiences can be transformed into a self-sustaining professional development cycle.