CoChat
Sign Up
Cited by 3Indigenous and Place-Based EducationIndigenous Health, Education, and RightsTeacher Education and Leadership Studies

Teacher candidates’ and course instructors' perspectives of a mandatory Indigenous Education course in teacher education

Open access
Oskineegish, Melissa, Berger, Paul·2021·Brock Education Journal
DOI 10.26522/brocked.v30i1.798
Open this paper in CoChat — free accountOpen PDF

Abstract

This mixed methods study examined non-Indigenous teacher candidates’ disposition towards a mandatory Aboriginal Education course in teacher education from teacher candidates’ and course instructors’ perspectives. Results from a pre- and post Likert Scale survey of two sections of an Aboriginal Education course at a small Canadian University indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in, and positive attitude towards, the course. Results from course instructors provided additional and, at times, contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources.

Integrity signals

Registry

Crossref · 10.26522/brocked.v30i1.798

Cites

36 of 36 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Claims the paper makes

We couldn’t retrieve this paper’s full text, so its claims and self-check weren’t run. The registry and citation checks still apply.

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?

  • The review indicated that the vast majority of universities helped teachers develop skills and knowledge to embed Indigenous knowledge and perspectives through Indigenous courses or units of study within the initial education programme.

    “Our review indicated that the vast majority of the universities did this through Indigenous courses or units of study within the initial education programme (McInnes 2017; Oskineegish and Berger 2021; Riley et al. 2022)”

    From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Oskineegish and Berger 2021

  • Some PSTs reported experiencing cognitive dissonance, finding it hard to accept that education is a tool of colonialism and being confronted with how little they know about the context around them.

    “Still, some PSTs reported experiencing cognitive dissonance and the 'implication that education is a tool of colonialism was really hard for them to wrap their heads around' and 'being confronted with how little they know about the context that's all around them' (Oskineegish and Berger 2021, 129).”

    From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Oskineegish and Berger 2021

  • PSTs must understand Indigenous peoples historical and current experiences, as well as the ongoing impacts of colonialism and systemic oppression, to challenge inequities and injustices in their teaching.

    “Oskineegish and Berger (2021) argue that PSTs must understand Indigenous peoples historical and current experiences, as well as the ongoing impacts of colonialism and systemic oppression, to challenge inequities and injustices in their teaching.”

    From The teaching of Indigenous knowledge and perspectives in initial teacher education: a scoping review of empirical studies (2024) · cites this paper as Oskineegish and Berger 2021

Cites

Flagged first, then by citations

2 of the 38 references couldn’t be matched to a known paper.

Cited by

Sorted by citations

Related

Authors
Oskineegish, M., & Berger, P.
Affiliations
Lakehead University (CA)
Venue
Brock Education Journal
Publisher
Brock University Library
Published
2021-03-10
Volume
30
Issue
1
Pages
117
ISSN
  • 1183-1189 (ISSN-L)
  • 2371-7750
DOI
10.26522/brocked.v30i1.798
OpenAlex
W3136900986
Cited by
3
References
38
Citations by year
2025: 1 · 2024: 2
FWCI
0.88
Type
journal article
Language
en
Open access
Licence
cc-by
Locations
  • Brock Education Journal (publishedVersion, cc-by)
  • DOAJ (DOAJ: Directory of Open Access Journals) (submittedVersion, cc-by-sa)
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, Aboriginal education, teacher professional development, pre-service teachers, course instructors, mandatory curriculum, non-Indigenous teachers, teacher knowledge, faculty perspectives

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