Literaturnachweis - Detailanzeige
Autor/inn/en | Macdonald, Mary-anne; Gringart, Eyal; Booth, Sarah; Somerville, Robert |
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Titel | Pedagogy Matters: Positive Steps towards Indigenous Cultural Competency in a Pre-Service Teacher Cohort |
Quelle | In: Australian Journal of Education, 67 (2023) 1, S.6-27 (22 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Macdonald, Mary-anne) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0004-9441 |
DOI | 10.1177/00049441221107974 |
Schlagwörter | Cultural Awareness; Preservice Teachers; Teacher Education Programs; Foreign Countries; Indigenous Populations; Student Attitudes; Learning Experience; Teaching Methods; Construct Validity; Measures (Individuals); Positive Attitudes; Decision Making; Course Content; Preschool Teachers; Elementary School Teachers; Secondary School Teachers; Graduate Students; Undergraduate Students; Culturally Relevant Education; Student Characteristics; Factor Analysis; Item Analysis; Goodness of Fit; Australia Cultural identity; Kulturelle Identität; Ausland; Sinti und Roma; Schülerverhalten; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode; Messdaten; Decision-making; Entscheidungsfindung; Kursprogramm; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Faktorenanalyse; Itemanalyse; Australien |
Abstract | The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning experiences and student knowledges, attitudes and preparedness to work with Indigenous peoples, at one Australian university. The project was part of a broader mixed-methods study utilising an Indigenous Graduate Attribute evaluation instrument developed by Indigenous scholars at another Australian university, hence we also present construct validation of the instrument for the present sample. The project identified that students entered the units with positive attitudes towards Indigenous peoples and knowledges and found value in their learning. Students reported that the units facilitated authentic engagement with Indigenous standpoints even though some educators were non-Indigenous. Visible pedagogical and content decisions such as Indigenous leadership in the course, collaboration between Indigenous and non-Indigenous staff, professionally relevant learning opportunities, and engaging with Indigenous perspectives through assessment were all identified to be related to positive experiences of learning. (As Provided). |
Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2024/1/01 |