Pedagogy Matters: Positive Steps towards Indigenous Cultural Competency in a Pre-Service Teacher Cohort

Autor/inn/en	Macdonald, Mary-anne; Gringart, Eyal; Booth, Sarah; Somerville, Robert
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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? 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).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01