Australian Teachers Voice Their Perceptions of the Influences of Stereotypes, Mindsets and School Structure on Teachers' Expectations of Indigenous Students

Autor/inn/en	Riley, Tasha; Pidgeon, Michelle
Titel	Australian Teachers Voice Their Perceptions of the Influences of Stereotypes, Mindsets and School Structure on Teachers' Expectations of Indigenous Students
Quelle	In: Teaching Education, 30 (2019) 2, S.123-144 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1047-6210
DOI	10.1080/10476210.2018.1453796
Schlagwörter	Foreign Countries; Teacher Attitudes; Ethnic Stereotypes; Teacher Expectations of Students; Indigenous Populations; Social Bias; Preservice Teacher Education; Faculty Development; Equal Education; Academic Ability; Misconceptions; Family Environment; Cultural Awareness; Cultural Pluralism; Student Diversity; Teaching Methods; School Organization; Student Placement; Student Evaluation; Ability Grouping; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehrerverhalten; National stereotype; Nationales Stereotyp; Sinti und Roma; Lehramtsstudiengang; Lehrerausbildung; Missverständnis; Familienmilieu; Cultural identity; Kulturelle Identität; Kulturpluralismus; Teaching method; Lehrmethode; Unterrichtsmethode; School organisation; Schulorganisation; Schülerpraktikum; Schulnote; Studentische Bewertung; Homogene Gruppierung; Niveaugruppierung; Streaming; Australien
Abstract	Research demonstrates that teachers' expectations of students have long-term effects on students' educational, occupational, health and well-being outcomes. In this Australian-based study, teachers were invited to explore the questions "Do teachers have different expectations of Aboriginal and Torres Strait Islander students?" "Why/why not?" The findings provide insight into how teachers perceive the expectations of other teachers in relation to Indigenous learners and highlight the underlying assumptions of those perceptions. Teachers also provide valuable insight into what they feel is needed to address these issues. Recommendations are made to enhance pre-service teacher education and professional development to better support those working with Indigenous learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01