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A grounded theory of new Aboriginal teachers’ perceptions: the cultural attributions of Medicine Wheel Teachings
Abstract
The stress and anxiety of new teachers is a pervasive problem that impacts upon teacher preparation and retention. Although new mainstream teacher concerns and experiences have been readily discussed in the literature, the same attention has not been invested for new Aboriginal teachers. In Ontario, Canada, in excess of 60% of the Aboriginal population live off‐reserve and reside in urban communities. Well over 50,000 Aboriginal students attend publicly funded kindergarten to Grade 12 schools that are governed by the Ontario Ministry of Education. There is a growing socio‐political awareness that Aboriginal epistemologies are distinct from colonial paradigms, and that Aboriginal knowledge has been dismally underrepresented in Ontario schools. The intent of the Ministry of Education’s creation of the Ontario Aboriginal Education Office (2007) is to remedy the chronic shortage of Aboriginal teachers and in the process offer professional support to new teachers as an incentive to keep them in the profession. It has been suggested that teaching Aboriginal languages and socio‐historical values to Aboriginal students is integral to their self‐identity as Aboriginal peoples. The purpose of this research was to examine new Aboriginal teachers’ thoughts and experiences during their induction into the profession and to articulate a descriptive theory of these perceptions. This grounded theory study employed a volunteer and purposive sampling that included six new Aboriginal teacher par…
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It is only when teacher candidates understand that they are in a space where their identities are supported that they can focus on teaching and learning.
“It is only when teacher candidates understand that they are in a space where their identities are supported that they can focus on teaching and learning (Cherubini et al., 2010).”
From Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools (2022) · cites this paper as Cherubini et al., 2010
The medicine wheel teachings help teacher candidates understand the need for holistic teaching that focuses on the physical, mental, social, and emotional development of themselves and the children they teach.
“The medicine wheel teachings help teacher candidates understand the need for holistic teaching that focuses on the physical, mental, social, and emotional development of themselves and the children they teach (Cherubini et al., 2010).”
From Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools (2022) · cites this paper as Cherubini et al., 2010
In the Nēhiyawak culture, being able to create and raise children is a great honour that entails much responsibility.
“In the Nēhiyawak culture, being able to create and raise children is a great hono ur that entails much responsibility (Cherubini et al., 2010).”
From Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools (2022) · cites this paper as Cherubini et al., 2010
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Cited by
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Wāhkōhtowin Decolonising Teacher Preparation for Rural, Urban and First Nations Schools
University of Saskatchewan, Wallin, D., Scribe, C., & First Nations University (2022) · Australian and International Journal of Rural Education · doi:10.47381/aijre.v32i2.318 · Cited by 2
Metadata
- Authors
- Cherubini, L., Niemczyk, E., Hodson, J., & McGean, S.
- Affiliations
- Brock University (CA)
- Corresponding author
- Cherubini, Lorenzo
- ORCID
- Niemczyk, Ewelina
- Venue
- Teachers and Teaching
- Publisher
- Informa UK Limited
- Published
- 2010-09
- Volume
- 16
- Issue
- 5
- Pages
- 545-557
- ISSN
- 1354-0602 (ISSN-L)
- 1470-1278
- OpenAlex
- W2144072314
- Cited by
- 23
- References
- 0
- Citations by year
- 2025: 1 · 2024: 1 · 2022: 1 · 2021: 2 · 2020: 2 · 2019: 3 · 2018: 4 · 2017: 1 · 2016: 3 · 2015: 1 · 2014: 1 · 2013: 1
- FWCI
- 0.99
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Teachers and Teaching (publishedVersion)
- Scholarship@Western (Western University) (submittedVersion)
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Education › Teacher Education and Leadership Studies
- Keywords
- Aboriginal teachers, novice teachers, teacher induction, Aboriginal knowledge, teacher retention, teacher stress and anxiety, identity construction, spirituality and healing, culturally responsive teaching, Aboriginal education
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