Search results for: Indigenous
Page 1/2 13 items
The purpose of this study was to explore the roles and perceptions of Indigenous community partners as co-teacher educators working to improve teacher preparation for Indigenous education. The author found that community partners identified three themes of active involvement to support the needs of urban Indigenous children and their teachers: (a) experiences with Native peoples, (b) professional development, and (c) community. Each of these facets advanced the conversations around the perceptions and roles of Indigenous communities as sovereign stakeholders committed to decolonization in primarily non-Indigenous teacher preparation.
Updated: Sep. 24, 2017
Preparing Teachers as Allies in Indigenous Education: Benefits of an American Indian Content and Pedagogy Course
This research explores relationship building and improvements in knowledge, skills, and dispositions of pre-service teachers enrolled in an Indigenous education content and pedagogy methods course. The study shows significant gains made by pre-service teachers in each of the target areas, and affirms that methods coursework in American Indian education can lead to more interculturally competent teacher candidates.
Updated: May. 14, 2017
Te Kotahitanga: A Case Study of a Repositioning Approach to Teacher Professional Development for Culturally Responsive Pedagogies
This article presents a case study of professional development programme drawn from the findings of a large-scale evaluation of Te Kotahitanga. The Te Kotahitanga approach links culturally relevant/relationship-based classroom pedagogy with on-site embedded processes for working with teachers in classrooms. One hundred and fifty teachers were interviewed across 22 secondary schools that participated in the Te Kotahitanga professional development programme. The findings reveal that teachers highlighted the importance of positive relationships and interactions in the classroom/school environment to enhance M¯aori student achievement.
Updated: Jan. 16, 2013
Culturally Responsive Pedagogies in the Classroom: Indigenous Student Experiences across the Curriculum
Using a mixed-methods research approach, the authors evaluated the impact of teacher professional development to instil culturally responsive pedagogies in secondary classrooms. The results reveal that the majority of teachers showed evidence of culturally responsive practices. Furthermore, the findings show that the students were able to describe examples of teachers caring for them as culturally located individuals.
Updated: Dec. 25, 2012
In this article, the author argues that a socially just and effective citizenship education means including and understanding the historical and political contexts of Indigenous Americans. The author also maintains that schools and teachers have the responsibility for students' exposure to and understanding of the complexity of the United States', politically based past and present relationship with and responsibility to tribal nations and their citizens is exposed.
Updated: Jan. 25, 2012
This article describes Te Kotahitanga which is a research and professional development project. This project aims to support teachers to raise the achievement of New Zealand’s indigenous Māori students in public/mainstream classrooms. The article focuses on the professional learning opportunities developed for classroom teachers within this project to support the development of more effective classroom relationships and interactions with Māori students.
Updated: Jul. 26, 2011
A Grounded Theory of New Aboriginal teachers' Perceptions: The Cultural Attributions of Medicine Wheel Teachings
The goal of this research was to examine new Aboriginal teachers' thoughts and experiences during their induction into the profession and to articulate a descriptive theory of these perceptions. This grounded theory study employed a volunteer and purposive sampling that included six new Aboriginal teacher participants. Analysis of the data resulted in a grounded theory of participants' experiences that were rooted in the cultural attributions of Medicine Wheel Teachings.
Updated: Jun. 18, 2011
Challenges for Teacher Education: The Mismatch between Beliefs and Practice in Remote Indigenous Contexts
The current article explores the nexus between the beliefs and practices of teachers working in a remote, Indigenous region of Australia. In particular, the article proposes that the discrepancy between beliefs and practices found in the reconnaissance phase of a design study is due to the teachers realising that they need to implement changed practices to enable students to learn but having little knowledge of what such practices may look like. This finding has implications for pre-service and in-service teacher education.
Updated: Nov. 29, 2010
International Teacher Professional Development: Teacher Reflections of Authentic Teaching and Learning Experiences
This paper examines 21 biliteracy teachers who studied and taught in schools through an eight-week in-service professional development program with indigenous children in the state of Altacomulco, Mexico. Five themes are discussed: globally minded teachers; linguistic and culturally relevant curriculum; passionate pedagogy (amorosidad); community authentic engagement; and political and ideological clarity.
Updated: Oct. 12, 2010
This article pursues issues of pedagogy, place and queer phenomenology in the context of what might be meant by the term 'after-queer' or 'what falls outside queer' as we currently theorise, practice and locate queer. This article investigates how bodies become oriented within and around the field of a television series that centres Indigenous terms and orientations and thereby, still further, problematises the directions and orientations of desire. The article explores the narrative and queer and other couplings of an Australian tele-series.
Updated: Jul. 04, 2010