Tapura, John Wanis (2019) Creating place-based learning experiences as a curriculum enactment approach: a case study of selected business studies teachers' practices in Papua New Guinea. PhD thesis, James Cook University.

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Abstract

John Wanis Tapura explored how business studies teachers in Papua New Guinea (PNG) perceive and enact the national curriculum goals, policies, and resources in terms of place-based education aspirations. John found that teachers based their curriculum aims and practices on their lived experiences in and out of school, rather than the intentions of the national curriculum. In terms of translating curriculum policy, teachers were unfamiliar with the national curriculum statement and framework, including place-based learning. John recommended that curriculum as autobiography, teacher agency, and teacher beliefs and the teachers lived experiences of the 'place' are some important aspects of curriculum implementation with place-based learning considerations that PNG needs to support teachers to adopt for improved enacted curriculum practices.

Item ID:	64901
Item Type:	Thesis (PhD)
Keywords:	place-based learning, business studies, curriculum, Papua New Guinea, lived experience, teachers
Copyright Information:	Copyright © 2019 John Wanis Tapura.
Date Deposited:	28 Oct 2020 05:40
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130202 Curriculum and Pedagogy Theory and Development @ 50% 13 EDUCATION > 1302 Curriculum and Pedagogy > 130203 Economics, Business and Management Curriculum and Pedagogy @ 50%
SEO Codes:	93 EDUCATION AND TRAINING > 9304 School/Institution > 930403 School/Institution Policies and Development @ 33% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930202 Teacher and Instructor Development @ 34% 93 EDUCATION AND TRAINING > 9303 Curriculum > 930302 Syllabus and Curriculum Development @ 33%
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