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Abstract

This study examines the in-service education of teachers in Papua New
Guinea with specific reference to secondary teachers. The purpose of the study
was to investigate the nature, objectives, operation and perceived outcomes of
inservice education in Papua New Guinea in relation to current theories on ISE
and to suggest fruitful directions for the future.
The research methodology adopted was that of descriptive and analytical
research using the questionnaire and interview as the principal data gathering
devices. This was supported by archival data obtained from National Department of
Education records, Provincial Education Office records and University and College
records.
The survey population consisted of 236 teachers in 13 provincial high schools
in three selected provinces, educational administrators in key policy making and
policy implementation levels, and teacher educators in pre-service and in-service
education.
The research framework was derived from the literature on inservice
education in which theoretical perceptions and assumptions relevant to in-service
education were reviewed. This was followed by an examination of assumptions and
underlying issues relevant to developing countries.
The main findings are: that the purposes and aims of inservice education
need to be. clarified and its roles made clear within the context of secondary
education and education in general in PNG; that a greater emphasis heeds to be
made of group-oriented and whole staff-oriented strategies and procedures and to
encourage schools to try out the problem-solving approach to ISE; that ISE content
shoulcl equally take into account the needs of individual teachers, groups and
whole staff and the needs of the system; that a mixture of strategies and procedures
should be used in ISE; that school and provincial ISE structures need to
be reassessed if ISE is to be effective and efficient at the school and provincial
levels; that the scope of externally-directed course-based programs of ISE needs to
be widened to include more group-oriented perspectives; that ISE should enable
teachers to reflect more on the tasks of teaching and its consequences upon
student learning; that universities and colleges of education need to take More
responsibility for inservice education; that more financial resources are required
to support SBISE and SFISE; that increased attention is needed to monitor the
effectiveness of ISE activities and programs and the efficiency of schools, the
province and the system in the management and support of ISE.

Item Type:	Thesis - PhD
Authors/Creators:	Neuendorf, Laevai I M
Keywords:	Teachers
Copyright Holders:	The Author
Copyright Information:	Copyright 1991 the author - The University is continuing to endeavour to trace the copyright owner(s) and in the meantime this item has been reproduced here in good faith. We would be pleased to hear from the copyright owner(s).
Additional Information:	Includes bibliographical references (leaves [262]-284). Thesis (Ph.D.)--University of Tasmania, 1992
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