Mentoring Research for Adult Literacy and Numeracy Practitioners in the Top End of the Northern Territory.

Autor/in	Boyd, Kate
Titel	Mentoring Research for Adult Literacy and Numeracy Practitioners in the Top End of the Northern Territory.
Quelle	(2001), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aboriginal Australians; Adult Basic Education; Adult Literacy; Cognitive Style; Critical Incidents Method; Cultural Context; Cultural Differences; Cultural Pluralism; Culturally Relevant Education; Developed Nations; Distance Education; Diversity (Student); Foreign Countries; Geographic Isolation; Literacy Education; Numeracy; Prior Learning; Reflective Teaching; Rural Areas; Rural Education; Rural Population; Student Centered Curriculum; Teacher Researchers; Teacher Student Relationship; Teaching Methods + Suchen Sie Ihr Suchwort? Aborigines; Australia; Australien; Adult; Adults; Education; Adult education; Erwachsenenbildung; Cognitive styles; Kognitiver Stil; Kultureller Unterschied; Kulturpluralismus; Developed countries; Industriestaat; Industrieland; Distance study; Distance learning; Fernunterricht; Ausland; Rechenkompetenz; Vorkenntnisse; Rural area; Ländlicher Raum; Ländliche Erwachsenenbildung; Landbevölkerung; Lehrerforschung; Teacher student relationships; Lehrer-Schüler-Beziehung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	A project targeted teachers in the Top End of Australia's Northern Territory, who faced unique difficulties in their literacy and numeracy practice. Cross-cultural training and education were affected by isolation and geographic distance, often an absence of professional support and development, and limited access to resources. The project offered teachers the opportunity to reflect on and write about their practice, with major focus on comprehension and analysis of issues arising in modifying curriculum to match the culturally and geographically diverse background of education and training in the Top End. Data were collected from participants by journal reflections, including critical incident collection. These themes emerged from reports from five sites: training in literacy and numeracy with indigenous students was far more productive if cultural relevance was considered in delivery (e.g., choosing subject matter from the Aboriginal cultural domain); extant adult knowledge should be recognized (e.g., a student may speak three or four Aboriginal languages and carries all the concomitant cultural knowledge); teachers need to have regard for cultural issues and different learning styles; different approaches were needed for remote area students and those from families dealing with stolen generation issues; acting as a facilitator, rather than direct teaching encouraged independent learning that led to increased self-esteem; and the need for flexibility could not be underestimated. (15 references) (YLB)
Anmerkungen	For full text: http://www.staff.vu.edu.au/alnarc/publications/00kateboydNT.doc.
Erfasst von	ERIC (Education Resources Information Center), Washington, DC