The Schools E-Learning Project: a context-responsive teacher professional development model grounded in a research-practice partnership in remote Papua New Guinea

Abstract

Papua New Guinea's National Education Plan (2020–2029) positions teacher professional development (TPD) as a key mechanism for improving the quality of education. Despite this commitment, the provision of TPD in Papua New Guinea (PNG) is challenging due to the remoteness of schools and limited infrastructure. This article reports on an innovative model of TPD founded in a research-practice partnership between an international development agency, Long Term Fund, and university, established in 2020, entitled the Schools E-Learning Project (SELP). The SELP combines localised, ongoing coaching by PNG educational leaders with technology integration to strengthen teacher competence and confidence. The design and evaluation of the initiative are underpinned by a program logic and wrap-around evaluation framework constructed by the research-practice partnership to support the sustainability and scaling of the SELP across remote communities in PNG. A baseline needs analysis identifies teachers’ professional learning needs and contextual challenges, providing empirical grounding for the design and implementation of the TPD model. Using a mixed-methods approach, the baseline analysis comprises questionnaires completed by 90 teachers and semi-structured interviews with 40 teachers from the same sample in Balimo, PNG. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed using thematic coding. Findings identified several key areas of professional learning needs and contextual challenges, including access to teaching and learning resources, information technology access and competence, pedagogical, curriculum and assessment knowledge, and classroom management. This article contributes insights into how a TPD model and evaluation framework, grounded in a research-practice partnership and informed by baseline needs analysis, can be designed to respond to barriers preventing the delivery of TPD in remote schools in PNG.