Teacher Candidates' and Course Instructors' Perspectives of a Mandatory Indigenous Education Course

Autor/inn/en	Oskineegish, Melissa; Berger, Paul
Titel	Teacher Candidates' and Course Instructors' Perspectives of a Mandatory Indigenous Education Course
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 30 (2021) 1, S.117-135 (19 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Preservice Teachers; Student Attitudes; College Faculty; Teacher Attitudes; Required Courses; Indigenous Populations; Foreign Countries; Preservice Teacher Education; Canada + Suchen Sie Ihr Suchwort? Schülerverhalten; Fakultät; Lehrerverhalten; Pflichtkurs; Sinti und Roma; Ausland; Lehramtsstudiengang; Lehrerausbildung; Kanada
Abstract	This mixed methods study examined non-Indigenous teacher candidates' attitude towards a mandatory Aboriginal Education course in teacher education from teacher candidates' and course instructors' perspectives. Results from Likert-scale pre- and post-course surveys of two sections of an Aboriginal Education course at a small Canadian university indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in and positive attitude towards the course. Results from course instructors provided additional and at times contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources. (As Provided).
Anmerkungen	Brock University Faculty of Education. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01