Abstract
This article discusses how work on an AusAID-funded
impact study of major elementary school reforms influenced the
research design of a subsequent Australian Development Research
Award project investigating the development of sustainable
professional learning communities for primary school teachers in
remote places of PNG. The authors reflect on how their different
backgrounds, roles, experiences and expertise influenced the design
and conduct of the projects and, in particular, how the experiences of
the action research and survey methods used on the first project shaped
the design of the second. The participating elementary school teachers
were encouraged, through action research approaches, to develop selfreflexive attitudes to their professional work, and to engage in critical
reflection of their roles and practices. Accordingly, this article adopts a
self-reflexive position towards the authors’ work as academics and
researchers as they endeavoured to produce methodologies that are
academically rigorous, contextually suitable, and epistemologically
appropriate for PNG.
Terry Evans, Eileen Honan, Patricia Paraide, Sandy Muspratt. (2010) Reflections on Conducting Educational Research Projects in Papua New Guinea, Journal of Research and Reflections in Education, Volume 4, Issue 2.
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