Exploring the lived experience of one Rural Teacher in Indigenous context in Chilean Northern Territory: A narrative inquiry

Baeza, Angela

doi:10.5204/ijcis.v11i1.1100

Cited by 3 publications

(4 citation statements)

References 16 publications

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“…Participants' opinions highlighted how the lack of teachers' involvement was caused by their lack of knowledge about Indigenous settings and education. This issue agrees with the literature (Baeza, 2019b;Harrison & Murray, 2012) that claims that teachers need good communication skills to connect with the community. However, there is a shortage of these skills, particularly in early career teachers.…”

Section: Resultssupporting

confidence: 90%

Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile

Baeza,

Anderson,

White

2023

AJIE

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The issue of how to best address Indigenous education needs has long been a public debate. There has been much discussion in the educational system, at policy levels and at universities. However, little is known about the perception of Indigenous peoples in regard to the education that their children are receiving or how to incorporate their traditional knowledge inside the classroom. This paper shares such a study and explores the views of Indigenous people living in rural communities of the Atacama Desert of Chile. Views are shared about the needs of their children and that of teacher education. Using a decolonising rights-based methodology, the study aimed to highlight the voices of Atacameños people, who talked about their relationship with schoolteachers, their role in supporting schools and the role of the traditional educator. Findings suggest that even though Indigenous community members perceived their engagement as key in incorporating local knowledge inside the classroom, they realised they are not actively participating in school organisation. There is also a perception that the role of the traditional educator needs to be valued more because they are crucial for reducing the gap between the Indigenous community and local schools.

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Section: Resultssupporting

confidence: 90%

Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile

Baeza,

Anderson,

White

2023

AJIE

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“…When research is undertaken in this way, participants are positioned as the experts of the conversation (Willink, 2006), and they help create the stories that are of and in themselves the representation of the research. Giving voice to participants (Baeza, 2019;Phillips & Bunda, 2018) helps establish a balance in researcher-participant relationships (San Pedro et al, 2017). As a result, the researcher's position shifts from the one who is leading to the one whose role is negotiated with others (Dean, 2010).…”

Section: Storying As a Research Methodologymentioning

confidence: 99%

“…As much as we can learn from the stories of others through listening, we can also benefit from sharing our own stories. By telling stories, we are encouraged to reflect on our own practices (Baeza, 2019). "Storying of self" helps us get a better understanding of these experiences and develop a sense of identity (Watkin Lui, 2012).…”

Section: Storying As Pedagogymentioning

confidence: 99%

Developing culturally relevant and collaborative research approaches: A case study of working with remote and regional Aboriginal students to prepare them for life beyond school

et al. 2021

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For millennia, stories and oral histories have been a fundamental way of sharing knowledge in many Aboriginal cultures. Honouring the role of stories can address a continuing lack of Aboriginal voices in Australian educational research literature. In this paper, we describe the philosophical underpinnings and methodology of our research, which aimed to learn from Aboriginal people about their post-school experiences, particularly in remote communities. The uniqueness of the project included training currently enrolled students as researchers to interview past students through yarning and storying. The collected stories were then interpreted and represented in audio recordings later developed into podcasts, writing, and through art. The aim of these research outcomes is to inform relevant policies and the development of teaching and learning resources for Aboriginal students. The way the methodology of our study evolved in response to the participants' input is another key focus of this paper as well as having implications for future research.

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“…For the sample size, Yuan and Lee [20] only interviewed one informant in their study into the emotions and identities of a student-teacher. Baeza [21] also explored the lived experience of one rural teacher in Chile. These studies all adopted only one sample size.…”

Section: Research Design and Samplingmentioning

confidence: 99%

Exploring the Process of Occupational Adaptation among Novice Lecturers: A Preliminary Case Study

Hong¹,

Abdullah²

2020

ujer

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Novice lecturers or also known as neophyte lecturers are an important part of higher education institutions, and the early stages of the career among novice lecturers involve the process of adapting to the new role of educators. They need to overcome different challenges and participate in occupational adaptation. The purpose of this study is to explore the occupational adaptation process among novice lecturers in order to promote their career development. The goal is also to provide useful references for the university management to support novice lecturers in making a successful start in order to grow into professional educators. Using qualitative research method, this study engages case study approach to investigate occupational adaptation process through in-depth interviews of two novice lecturers in a public university in China. By analyzing their emotional and behavioral changes in the process of occupational adaptation, findings indicate that the occupational adaptation process of novice lecturers can be subdivided into three stages; namely 1) initial period, 2) transition period, and 3) adaptation period. The transition and division between each period reveal marked changes mainly in psychological, emotional, and behavioral adjustments. Helping novice lecturers understand the characteristics of the three periods may assist them to adapt to their jobs as soon as possible and accomplish greater success in their careers.

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Exploring the lived experience of one Rural Teacher in Indigenous context in Chilean Northern Territory: A narrative inquiry

Cited by 3 publications

References 16 publications

Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile

Highlighting the voice of Indigenous communities for education: Findings from a case study in rural Chile

Developing culturally relevant and collaborative research approaches: A case study of working with remote and regional Aboriginal students to prepare them for life beyond school

Exploring the Process of Occupational Adaptation among Novice Lecturers: A Preliminary Case Study

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