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‘It's All in the Context’: Indigenous Education for Pre-Service Teachers
Open accessAbstract
This article describes how five pre-service teachers at similar stages of completion in their course at an Australian university responded to case studies on Indigenous education topics such as government policies, developing relationships, and teacher attitudes in the final assessment of a core unit of study. With the intent of encouraging student–teacher understandings to move beyond prior knowledge through dynamic scholarship, a case-study methodology was embedded across the pedagogical approach in an intensively taught Indigenous education core unit. The data consisted of an in-depth examination of five pre-service teachers’ assignments for levels of reflective language, and degree of orientation towards discourses in Indigenous education as associated with the assessment criteria. The findings support prior research in asserting core units in Indigenous education for pre-service teachers as paramount for developing teacher competencies, and argues careful consideration when deeming a graduate ready to teach according to the Australian Professional Standards for Teachers.
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“that includes lectures, tutorials, and case studies and readings to facilitate PSTs' reflection (Pridham et al. 2015; Taylor 2014) and develop PSTs' cultural competence around Indigenous education.”
From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Taylor 2014
In the citing paper
“For many PSTs who undertook the Indigenous unit of study, this is the first time they are exposed to substantive knowledge and are challenged to reflect critically on Indigenous culture and practices (Taylor 2014).”
From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Taylor 2014
Citations
Cites
Teaching Student Teachers to Reflect
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Cited by
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Yip, S. Y., & Chakma, U. (2024) · Journal of Further and Higher Education · doi:10.1080/0309877x.2024.2327029 · Cited by 27
“For many PSTs who undertook the Indigenous unit of study, this is the first time they are exposed to substantive knowledge and are challenged to reflect critically on Indigenous culture and practices (Taylor 2014).”
Background
Metadata
- Authors
- Taylor, R.
- Affiliations
- University of Canberra (AU)
- Corresponding author
- Taylor, Raegina
- Venue
- The Australian Journal of Indigenous Education
- Publisher
- Cambridge University Press (CUP)
- Published
- 2014-11-10
- Volume
- 43
- Issue
- 2
- Pages
- 134-143
- ISSN
- 1326-0111 (ISSN-L)
- 2049-7784
- OpenAlex
- W2092037928
- Cited by
- 4
- References
- 1
- Citations by year
- 2025: 1 · 2024: 1 · 2021: 1 · 2018: 1
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Locations
- The Australian Journal of Indigenous Education (publishedVersion, cc-by)
- University of Canberra Research Portal (submittedVersion)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Funders
- Division of Undergraduate Education
- Topics
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- indigenous education, pre-service teachers, teacher professional development, case studies, reflective practice, teacher attitudes, teacher competence, Australian Professional Standards for Teachers, evaluation criteria, Indigenous education policy, teacher-student relationship
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