The Possibilities and Practicalities of Professional Learning in Support of Indigenous Student Experiences in Schooling: A Systematic Review

Autor/inn/en	Vass, Greg; Lowe, Kevin; Burgess, Cathie; Harrison, Neil; Moodie, Nikki
Titel	The Possibilities and Practicalities of Professional Learning in Support of Indigenous Student Experiences in Schooling: A Systematic Review
Quelle	In: Australian Educational Researcher, 46 (2019) 2, S.341-361 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Vass, Greg)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-019-00313-7
Schlagwörter	Educational Experience; Indigenous Populations; Educational Quality; Faculty Development; Teacher Certification; Educational Policy; Academic Achievement; Educational Change; Elementary Secondary Education; Racial Bias; Power Structure; Teaching Methods; Foreign Countries; Educational Improvement; Cultural Differences; Educational Environment; Australia + Suchen Sie Ihr Suchwort? Bildungserfahrung; Sinti und Roma; Quality of education; Bildungsqualität; Politics of education; Bildungspolitik; Schulleistung; Bildungsreform; Racial discrimination; Rassismus; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Teaching improvement; Unterrichtsentwicklung; Kultureller Unterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Australien
Abstract	The import of professional learning in support of quality teaching is well established. Moreover, demonstrating active engagement with ongoing professional learning is now a requirement of maintaining teacher accreditation. For example, within an education policy climate that monitors the achievements of Indigenous learners closely, the evaluation and efficacy of educators with constructively addressing the experiences of these students is under increasing scrutiny, and hence, the significance of professional learning is further heightened. But, what sort of professional learning is well suited and effective in contributing to this undertaking? This systematic review investigated the veracity of the evidence underpinning professional learning research projects that aimed to make a positive change in the approach and abilities of schools to effectively improve the learning experiences of Indigenous students in Australia over the last 10 years. The themes that emerged from the review emphasise the import of future professional learning practices finding ways to more genuinely ensure that Indigenous peoples contribute to leading these activities, explicitly address issues to do with culture, (anti) racism, power and relationships in schooling, and localise the politics of knowledge construction through the alignment of curriculum, pedagogy and context. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01