Aboriginal epistemologies and new teacher induction: The context of a bi-epistemic research endeavour

Cherubini, Lorenzo; Kitchen, Julian; Hodson, John

doi:10.26522/brocked.v18i1.113

Cited by 5 publications

(5 citation statements)

References 25 publications

(18 reference statements)

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“…On the negative side, participants noted that a lack of administrative support, lack of transparency, lack of understanding of ECTs' needs, and off-loading administrative responsibilities onto beginning teachers resulted in some teachers battling stress and anxiety amid daily school events. Similar to others, this study found that when administrators were unresponsive to teachers' needs, their well-being was affected, and their sense of isolation and frustration increased (Brindley & Parker, 2010;Cherubini, Kitchen, & Hodson, 2008;Frels, Zientek, & Onwuegbuzie, 2013). These experiences had a common impact on teachers' predispositions toward professional growth and their decisions to stay or leave the profession.…”

Section: Discussion Of Findingssupporting

confidence: 80%

The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective

Walker

Kutsyuruba

2019

IJEPL

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This article is based on an extensive mixed-methods pan-Canadian study that examined the differential impact of teacher induction and mentorship programs on the retention of early career teachers (ECTs). It discusses the findings from the analysis of publicly available pan-Canadian documents detailing the mandated roles, duties, and responsibilities of school administrators in teacher induction and mentorship. It then describes the results of the Teacher Induction Survey (N = 1,343) and the telephone interviews (N = 36) that elicited the perceptions of Canadian early career teachers regarding the school administrator’s role and engagement in effective teacher induction and mentoring programs.

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Section: Discussion Of Findingssupporting

confidence: 80%

The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective

Walker

Kutsyuruba

2019

IJEPL

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“…We noted that a lack of support resulted in some teachers battling stress and anxiety over daily school events. Similar to others, we found that when administrators are unresponsive to teachers' needs, their emotional health is affected and their sense of isolation and frustration increases (Brindley & Parker, 2010;Cherubini, Kitchen, & Hodson, 2008;Frels, Zientek, & Onwuegbuzie, 2013). Neglecting personal well-being may take a toll, as many of the interviewed new teachers had learned the hard way.…”

Section: In Education 24(1) Spring 2018supporting

confidence: 81%

Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives

et al. 2018

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Our pan-Canadian research study examined the differential impact of teacher induction and mentorship programs on the early-career teachers’ retention. This article details the stories from our interview participants (N=36) in relation to what their lived experiences were during their first years of teaching and how they dealt with the requirements, expectations, and challenges. Their narratives were analyzed through the lenses of early career teacher attrition, retention, and development. Our findings showed that despite geographic, contextual and policy differences, there were striking similarities in teachers’ lived experiences and in the impact of these experiences on their decisions to stay or leave and predispositions towards personal and professional development as teachers.

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“…Also participating were Euro-Canadian university scholars, Aboriginal and Euro-Canadian graduate students, and an Aboriginal university staff member. The bi-epistemic research team (Cherubini, Kitchen, & Hodson, 2008) acknowledged and respected both Aboriginal and Euro-Canadian knowledge traditions in order to garner more profound understandings of Aboriginal epistemologies and new teacher experiences. The team, thus, benefited from insider and outsider knowledge, as well as the guidance of the Aboriginal research officer of the university's Aboriginal research unit (Smith, 1999).…”

Section: Context and Methodsmentioning

confidence: 99%

Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom

Kitchen¹,

Cherubini²,

Trudeau³

et al. 2010

mje

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This paper reports on a Talking Circle of six beginning Aboriginal teachers who discussed their roles as teachers. Participants criticized teacher education programs for not preparing them to teach in ways that are respectful of Aboriginal languages and culture. They discussed the importance of coming to know themselves and their culture. The paper concludes with suggestions for decolonizing teacher preparation so that Aboriginal teachers are enabled as protectors of Aboriginal culture and brokers with Euro-Canadian culture. Cet article fait le compte-rendu des révélations faites par six nouveaux enseignants d’origine autochtone au cours d’un cercle de discussion sur leur rôle d’enseignant. Les participants ont reproché aux programmes de formation des maîtres de ne pas les préparer à enseigner de manière respectueuse du langage et de la culture autochtones. Par ailleurs, ils ont souligné l’importance d’apprendre à se connaître et à explorer leur culture. En conclusion, les auteurs suggèrent des approches pour décoloniser la préparation des enseignants d’origine autochtone afin de leur permettre d’agir comme protecteurs de la culture autochtone et agents d’échange culturel avec la culture euro-canadienne

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Aboriginal epistemologies and new teacher induction: The context of a bi-epistemic research endeavour

Cited by 5 publications

References 25 publications

The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective

The Role of School Administrator in Providing Early Career Teachers’ Support: A Pan-Canadian Perspective

Attrition, Retention, and Development of Early Career Teachers: Pan-Canadian Narratives

Aboriginal Education as Cultural Brokerage: New Aboriginal Teachers Reflect on Language and Culture in the Classroom

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