Aboriginal Knowledge Infusion in Initial Teacher Education at the Ontario Institute for Studies in Education at the University of Toronto
Open accessAbstract
Knowledge of the Aboriginal socio-political history in Canada has historically been excluded from public education. In Ontario, public school children learn about Aboriginal people at specific times in the curriculum. However, teachers frequently only teach the bare essentials about Aboriginal people in Canada because they do not have adequate knowledge or feel that they lack the ability to teach about this subject. The Ontario Institute of Studies in Education at the University of Toronto has implemented the Deepening Knowledge Project to provide teacher candidates with an increased awareness and knowledge about Aboriginal history, culture, and worldview for their future teaching careers. This article will provide insight into the project and the curriculum developed for working with teacher candidates.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Mashford-Pringle and Nardozi (2013) found similar knowledge gaps among pre-service teachers when evaluating the learning outcomes of a cultural awareness training workshop provided to B.Ed. students.
“Mashford-Pringle and Nardozi (2013) found similar knowledge gaps among pre-service teachers when evaluating the learning outcomes of a cultural awareness training workshop provided to B.Ed. students.”
From Incorporating Indigenous Content Into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces (2022) · cites this paper as Mashford-Pringle and Nardozi, 2013
Teachers will search for curriculum support services, guidelines, and evaluation rubrics with grounding in standard interpretations of evaluation to accompany their lesson plans.
“Teachers will search for curriculum support services, guidelines, and evaluation rubrics with grounding in standard interpretations of evaluation to accompany their lesson plans (CTF, 2015; Mashford-Pringle & Nardozi, 2013; Nolan & Weston, 2015; Tupper, 2011).”
From Incorporating Indigenous Content Into K-12 Curriculum: Supports for Teachers in Provincial and Territorial Policy and Post-Secondary Education Spaces (2022) · cites this paper as Mashford-Pringle & Nardozi, 2013
PSTs expressed surprise and shock that they had not been taught about Aboriginal peoples, histories, and contemporary cultures in their education.
“They also expressed surprise and shock that they had not been taught about Aboriginal peoples, histories, and contemporary cultures in their education (Mashford-Pringle and Nardozi 2013)”
From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Mashford-Pringle and Nardozi 2013
Some universities have initiated dedicated Indigenous Education workshops that extended local Aboriginal experts' presentations in schools and teachers' pedagogical practices to provide PSTs with skills and knowledge.
“Some universities have also initiated a series of dedicated Indigenous Educations workshops that extended local Aboriginal experts' presentations in schools and teachers' pedagogical practices to provide PSTs with skills and knowledge (Gorecki and Doyle-Jones 2021; Mashford-Pringle and Nardozi 2013; Weuffen, Cahir, and Pickford 2017).”
From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Mashford-Pringle and Nardozi 2013
Cites
Dion, S. D. (2007) · Teaching Education · doi:10.1080/10476210701687625 · Cited by 154 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Yip, S. Y., & Chakma, U. (2024) · Journal of Further and Higher Education · doi:10.1080/0309877x.2024.2327029 · Cited by 27 · see citing works
“…a series of dedicated Indigenous Educations workshops that extended local Aboriginal experts’ presentations in schools and teachers’ pedagogical practices to provide PSTs with skills and knowledge (Gorecki and Doyle-Jones 2021; Mashford-Pringle and Nardozi 2013; Weuffen, Cahir, and Pickford 2017).”
BackgroundWebb, D., & Mashford-Pringle, A. (2022) · Canadian Journal of Educational Administration and Policy · doi:10.7202/1086427ar · Cited by 18 · see citing works
Self-citationOskineegish, M., & Berger, P. (2021) · Brock Education Journal · doi:10.26522/brocked.v30i1.798 · Cited by 3 · see citing works
- Authors
- Mashford-Pringle, A., & Nardozi, A. G.
- Affiliations
- University of Toronto (CA)
- Venue
- International Indigenous Policy Journal
- Published
- 2013-11-12
- Volume
- 4
- Issue
- 4
- ISSN
- 1916-5781 (ISSN-L)
- OpenAlex
- W132381316
- Cited by
- 20
- References
- 1
- Citations by year
- 2025: 1 · 2024: 3 · 2023: 2 · 2022: 3 · 2021: 1 · 2020: 2 · 2019: 3 · 2018: 3 · 2016: 1 · 2014: 1
- FWCI
- 0.76
- Type
- journal article
- Language
- en
- Open access
- diamond
- doi.org
- Licence
- Locations
- International Indigenous Policy Journal (publishedVersion, cc-by-nc-nd)
- DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion)
- Scholarship@Western (Western University) (submittedVersion, cc-by-nc-nd)
- Topics
- Social Sciences › Health › Indigenous Health, Education, and Rights
- Social Sciences › Education › Indigenous and Place-Based Education
- Social Sciences › Sociology and Political Science › Educator Training and Historical Pedagogy
- Keywords
- Aboriginal knowledge, initial teacher education, pre-service teachers, indigenous worldview, curriculum development, Ontario public schools
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
