Literaturnachweis - Detailanzeige
| Autor/in | Dharamshi, Pooja |
|---|---|
| Titel | "This Is Far More Complex than I Could Have Ever Imagined": Studying Pre-Service Teachers' Shifting Perceptions of Indigeneity and Literacy |
| Quelle | In: FIRE: Forum for International Research in Education, 5 (2019) 2, S.28-46 (19 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2326-3873 |
| Schlagwörter | Preservice Teachers; Literacy; Teacher Attitudes; Indigenous Knowledge; American Indians; Teacher Education Programs; Integrated Curriculum; American Indian History; American Indian Culture; Language Arts; Journal Writing; Teaching Methods; Foreign Countries; Literacy Education; Canada |
| Abstract | This paper reports findings from a study examining pre-service teachers' perceptions of Indigeneity and literacy in a literacy teacher education course. In 2015, the new British Columbia K-9 curriculum was implemented with a focus on integrating Indigenous perspectives into the curriculum in thoughtful and meaningful ways. This includes an emphasis on exploring the histories, experiences, values and knowledge associated with Indigenous ways of life (Deer, 2013, p. 177). As a result, teacher preparation programs have been called on to rethink the ways in which they prepare future teachers. Pre-service teachers were invited to write critical reflections following multiple curricular activities which aimed at bringing attention to Indigenous perspectives and ways of knowing in a language arts context. The journal entries demonstrated that pre-service teachers developed broadened conceptions of literacy as a practice, refined their pedagogies, and demonstrated emerging confidence in integrating Indigenous perspectives into their future classrooms. (As Provided). |
| Anmerkungen | Lehigh University Library and Technology Services. 8A East Packer Avenue, Fairchild Martindale Library Room 514, Bethlehem, PA 18015. e-mail: fire@lehigh.edu; Web site: http://preserve.lehigh.edu/fire/ |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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