Teacher Education with Indigenous Ways of Knowing, Being and Doing as a Key Pillar
Bibliographic Data
| ID | 2388925 |
|---|---|
| Authors | Marguerite Maher (The University of Notre Dame Australia, corresponding author) |
| Year | 2012 |
| Volume | 8 |
| Issue | 3 |
| Pages | 343-356 |
| Publication date | 2012-09-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | AlterNative An International Journal of Indigenous Peoples (JOURNAL) |
| Journal identifiers | ISSN: 1177-1801 • E-ISSN: 1174-1740 |
| Publisher | SAGE Publications Inc (PUBLISHER) |
| DOI | 10.1177/117718011200800309 |
| OpenAlex | W1529477788 |
| Language | EN |
| Citations received | 1 |
| References cited | 12 |
This paper reports on a project known as the Growing Our Own Indigenous teacher education initiative. This project involves the provision of teacher education, in situ, to Indigenous assistant teachers in remote Aboriginal communities in the Northern Territory, Australia. First, factors leading to the development of the project are provided. Second, the theoretical and conceptual frameworks for the project are explained. Third, the collaborative self-study methodology for the study is justified. Fourth, perceived successes are described: these include community engagement, cultural responsiveness in the programme, improved attendance of children at school, and the value of collaboration for lecturers. Fifth, challenges of the project are explained and the strategies for addressing them are described. Challenges include those of a physical nature, students having English as an additional language, ensuring the development of culturally appropriate assessment, and the challenge for lecturers of standing in two worlds and for students to cross boundaries. In conclusion, the significance of the project is discussed
Attendance · Conceptual framework · Indigenous · Indigenous Education · Pedagogy · Pillar · Political science · Social science · Sociology · Educator Training and Historical Pedagogy · Engineering · Reflective Practices in Education · Student Assessment and Feedback · Ecology
The Methodology of Self-Study and Its Theoretical Underpinnings
The teaching portfolio in US teacher education programs
Guidelines for Quality in Autobiographical Forms of Self-Study Research
The Teacher Research Movement
Disciplining the Savages, Savaging the Disciplines
Protecting Indigenous Knowledge and Heritage
Approaches to theAcademic Preparation andSupport ofAustralian Indigenous Students forTertiary Studies
| Citations per year | 0.1 |
|---|---|
| Citation span | 2016 - 2016 (1) |
| Highly cited | No |