Ditching Deficit Thinking: Changing to a Culture of High Expectations

Autor/in	Buxton, Lisa
Titel	Ditching Deficit Thinking: Changing to a Culture of High Expectations
Quelle	In: Issues in Educational Research, 27 (2017) 2, S.198-214 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1837-6290
Schlagwörter	Foreign Countries; Elementary School Teachers; Teacher Attitudes; National Standards; Teacher Competencies; Indigenous Populations; Cultural Awareness; Self Efficacy; Case Studies; Pacific Islanders; Painting (Visual Arts); Catholic Schools; Semi Structured Interviews; Coding; Australia + Suchen Sie Ihr Suchwort? Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lehrkunst; Sinti und Roma; Cultural identity; Kulturelle Identität; Self-efficacy; Selbstwirksamkeit; Case study; Fallstudie; Case Study; Pacific Rim; Inhabitant; People; Pazifischer Raum; Bewohner; Malerei; Katholische Schule; Codierung; Programmierung; Australien
Abstract	Australia's teacher Professional Standards require teachers to demonstrate proficiency in Aboriginal pedagogy, history and perspectives. This paper will outline their introduction and the concern that teachers may feel about implementing them. It discusses the findings of a study investigating a group of primary teachers' perceptions of their capacity to meet these standards. An Aboriginal research paradigm underpinned the design of the study, which took place within a cultural interface theoretical framework (Nakata, 2007). A multiple case study methodology was utilised and data were gathered using group interviews, which were analysed using thematic coding. Findings were that teachers did not feel confident in meeting the two specific standards. Their suggestions for professional learning that would meet their needs are presented. In a departure from Western conventions, a painting by the author offers a visual representation of the research study. Providing cohesion and a visual expression of the implementation of the study, the painting also represents its various facets. (As Provided).
Anmerkungen	Western Australian Institute for Educational Research Inc. 5/202 Coode Street, Como, Western Australia 6152, Australia. e-mail: editor@iier.org.au; Web site: http://www.waier.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01