Developing Pacific Island Countries (PIC) often battle with remoteness, a lack of available resources resulting in outdated infrastructure, too few well-trained local teacher educators and a heightened lack of available local teachers. Approaches to alleviate these problems in many PICs have included the employment of expatriate teachers to supplement teacher supply from local teacher education institutions. In the Republic of Nauru, a model is being implemented where the Department of Education has partnered with the University of New England (UNE) to develop a two-phase quality teacher education programme with a Pacific focus. The mixed-mode delivery offers online teaching material with continuous full-time on-island support to enable the students to remain in-country for their studies in Early Childhood Education, Primary Education, or Secondary Education. A sustainable and transformational aspect of this model is its mentoring. Those mentored will in turn provide academic support to help later cohorts complete this Pacific-focused international teaching qualification. The project design has an associated multi-faceted longitudinal research and programme evaluation component. Data collected includes students' online reflective learning journals, in-class and online interaction, and video footage and course assessment data as well as interviews with students, their families, the Department of Education, and the University lecturers. This paper reports on the project design, the characteristics of the cohort and identified changes in students' perceptions of themselves as a teacher and learner during the first year.

Rural education thrives on building teaching capacity and mentoring from within communities. Whilst isolated and remote areas have the potential to participate in online teacher education, strategic and effective delivery requires a targeted analysis of the characteristics of the learners, the motivations that drive them, and day-to-day environmental and community factors influencing the students' studies. This paper reports on an innovative model of teacher education recently implemented in the Republic of Nauru. In this model, the Nauruan Government has partnered with an Australian regional university to develop quality Pacific-focused teacher education programs that are delivered through a hybrid of online and classroom instruction. The Nauru Teacher Education Project (NTEP), conceptualised and administered by the University of New England, provides culturally responsive online and on-island teacher development for the community of Nauru. It is here that the lecturers come to 'know the students'.

Developing Pacific Island countries often battle with remoteness, a lack of available resources resulting in outdated infrastructures, too few well-trained local teacher educators and a heightened lack of available local teachers. Approaches to alleviate these problems in many Pacific Island countries have included the employment of expatriate teachers to supplement teacher supply from local teacher education institutions. In the Republic of Nauru, a model is being implemented where the Department of Education has partnered with the University of New England (UNE), Australia, to develop a two-phase quality teacher education programme with a Pacific focus. The mixed-mode delivery offers online teaching material with continuous full-time on-island support to enable the students to remain in-country for their studies in Early Childhood Education, Primary Education, or Secondary Education. A sustainable and transformational aspect of this model is its mentoring. Those mentored will in turn provide academic support to help later cohorts complete this Pacific-focused international teaching qualification. The project design has an associated multifaceted longitudinal research and programme evaluation component. Data collected include students' online reflective learning journals, in-class and online interaction, video footage, and course assessment data as well as interviews with students, their families, the Department of Education, and the University lecturers. This paper reports on the project design, the characteristics of the cohort and identified changes in students' perceptions of themselves as teachers and learners during the first year.

There has been little recent documentation concerning Pacific family support for family members locally involved in university study in their Pacific home country and how such responses affect both parties. Some studies dealing with family support for student family members, including Pacific families residing in the USA, have been published. A New Zealand Ministry of Education report on Pasifika students' educational success rates raised the need for effective family support contexts. Another study researched the family support negotiation patterns of mature-age part-time students in Australia, Hong Kong and Papua New Guinea. Only one University of the South Pacific research focused on Pacific family and community expectations of family members studying and residing with their families in their Pacific home countries. This Nauru-based study describes mixed support responses from Nauruan families towards their teacher education student family members and Nauru Department of Education student engagement and well-being development strategies.