Exploring Instructional Strategies in an Indigenous Education Course in Initial Teacher Education

Autor/in	Oskineegish, Melissa
Titel	Exploring Instructional Strategies in an Indigenous Education Course in Initial Teacher Education
Quelle	In: Alberta Journal of Educational Research, 66 (2020) 3, S.230-249 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1923-1857
Schlagwörter	Teaching Methods; Indigenous Populations; Preservice Teacher Education; Foreign Countries; Teacher Educators; Teacher Attitudes; Class Activities; Canada + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Sinti und Roma; Lehramtsstudiengang; Lehrerausbildung; Ausland; Teacher education; Education; Lehrerbildung; Lehrerverhalten; Kanada
Abstract	This paper explores the different approaches and instructional strategies of five instructors who have taught a mandatory Aboriginal Education course in a Canadian teacher education program. The findings are drawn from a broader study that examined the impact of self-reflective practices in Indigenous Education. Through semi-structured interviews, five course instructors shared what they believed to be meaningful instructional strategies in the course. Although each instructor shared their personal approach to the course, the four broad themes of story, land, art, and reflection emerged from their examples. These are discussed in relation to what is reported in the literature about the approaches and instructional strategies of Indigenous Education course instructors (Aveling, 2006; Dion, 2007; McInnes, 2017); this expands the conversation on meaningful pedagogies for Indigenous Education courses in initial teacher education. (As Provided).
Anmerkungen	University of Alberta, Faculty of Education. 845 Education Centre South, Edmonton, AB T6G 2G5, Canada. Tel: 780-492-7941; Fax: 780-492-0236; Web site: https://journalhosting.ucalgary.ca/index.php/ajer/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01