Critical Design Features of Pre-Service Education Programs to Enhance Teacher Capacity to Effectively Work in Schools With Indigenous Students

Abstract

For more than 3 decades governments and education systems have struggled to address the gaps in educational outcomes between Indigenous and non-Indigenous students. Over the past 10 years it has become increasingly apparent that central to redressing these gaps is the development of teachers who are able to effectively engage with Indigenous students, their families and communities. The introduction of National Professional Standards has increased the focus on the development of pre-service teachers’ capacity to effectively teach Indigenous students. In 2008, the New South Wales Department of Education (DET) and four universities implemented an enhanced teacher training program (ETTP) that was delivered to final-year primary pre-service teachers. The success and continuing expansion of this program, coupled with the current national focus on building pre-service teachers’ capacity to teach Indigenous students, suggests it is timely to detail the critical design features of, and rationale for, this program to inform and support development of similar programs within pre-service teacher education. The article reports on four critical elements of the program: knowledge and understanding of Aboriginal history and culture; effective cross-cultural communication skills; holistic understanding of Aboriginal education and strategies required for improving Aboriginal student outcomes; and appropriate pedagogy and classroom management strategies.

Exploring Queensland secondary teacher induction training undertaken prior to working with remote Aboriginal and Torres Strait Islander students

“…Furthermore, it has been proposed that teachers enter remote communities with limited skills necessary to engage Indigenous students in learning (Labone et al, 2014;Moreton-Robinson et al, 2012), further contributing to the turnover (Jorgensen et al, 2010;Maher, 2013). Engagement in learning and attendance are indicative of positive in-class relationships (Liebenberg et al, 2015;Stronger Smarter Institute, 2017).…”

“…Given the relative recency of the development of SSEW programs (Franck et al, 2020), a lack of participation in induction training was predicted, however, an unexpected finding was the minimal CCA and CAP education received. Insufficient knowledge of Indigenous Australians' histories, cultural norms and values would make implementing these factors effectively into the curricula extremely difficult (Labone et al, 2014;Lock et al, 2012).…”

“…Participants felt they required more extensive induction training, reflecting the results of the study by Lock et al (2012) regarding teacher professional development. When teachers are provided with ineffectual information, it unconsciously strengthens the paradigm of the dominant culture, which can further alienate Indigenous students from the teacher (Labone et al, 2014). Thus, current program content requires a comprehensive review to determine the relevance and effectiveness in context to location and population.…”

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

“…internationally (e.g., Aveling, 2006;Labone et al, 2014;McInnes, 2017) explores the obstacles and possibilities for incorporating Indigenous education in initial teacher education. Many non-Indigenous teacher candidates across teacher education programs arrive with little knowledge, and continue to feel hesitation and uncertainty, or are resistant to integrating Indigenous content into their teaching practice, regardless of how they are introduced to the issues and perspectives (Aveling, 2006;Blimkie et al, 2014;Mashford-Pringle & Nardozi, 2013;Tupper, 2011).…”

Pre-service Teachers’ Beliefs about Language Learning Inventory (BALLI) on Bilingualism: Getting Insights to Developing Knowledge

“…Pre-service teacher (PST) education is a course of study offered to university students before they participate in the K-12 teaching profession. There have been various studies concerning pre-service teacher education: improving class practice (Soccorsi, 2013;Vision, 2001;Goff-Kfouri, 2013); adjusting curriculum design (Gorth and Bergner, 2005;Woodcock, Hemmings, & Kay 2012;Mooi and Mohsin, M., 2014); and suggesting policy implementation (Frimming, & Willis, 2017;Lattimer, 2012;Lin, Childs, and Zhang, 2016;Labone, Cavanagh, and Long, 2014). Grijalva & Esparza (2013) identified PSTs' beliefs about English language teaching and learning at different stages of instruction, while İnceçay (2011) explored the effects of PSTs' language learning beliefs on their future teaching practices.…”