Lifelong learning theory and pre-service teachers’ development of knowledge and dispositions to work with Australian Aboriginal students

Bennet, Maria; Moriarty, Beverley

doi:10.1080/22040552.2016.1187645

Cited by 7 publications

(8 citation statements)

References 3 publications

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“…Among the Indigenous groups identified as relevant to selected articles, Aboriginal peoples from Australia comprised the greatest proportion (49%) (36-39, 46, 47, 49, 53, 56, 58-60, 64, 66-69, 71, 72, 75, 77, 78, 80, 82, 83, 85-87, 89-91, 94, 95, 98, 99, 101-108, 110, 113, 115-119, 121-123, 126, 128, 130, 133, 136, 137, 140, 143, 144, 148, 151, 152, 160), followed by Torres Straight Islanders also in Australia (34%) (36-39, 46, 47, 49, 53, 56, 60, 66-69, 71, 72, 80, 83, 85-87, 89, 98, 103-108, 110, 113, 115, 116, 118, 121-123, 126, 128, 130, 133, 137, 140, 148, 151, 152). Thereafter included Māori/Tangata Whenua in New Zealand (15%) (26, 28, 29, 34, 51, 54, …”

Section: Resultsmentioning

confidence: 99%

“…Medicine (or physicians) was the target of nearly one-fifth of papers (19%) (26, 41, 43, 45, 47, 56, 57, 60, 62, 63, 76, 93, 94, 96, 108, 109, 111, 112, 114, 119, 121, 124, 125, 143, 150). Following the these three fields, allied health (13%), (26, 31, 32, 69-71, 73, 74, 81, 100, 101, 110, 121, 138, 140, 141, 144, 145), social work (11%) (58, 59, 64-68, 75, 76, 105, 111, 154-156, 159), and education (10%) (29, 33-35, 78, 82, 83, 102, 103, 118, 142, 146, 152), were the target fields for between one-seventh and one-tenth of papers. Nearly half of the studies targeted students of these disciplines (48%) (26, 28, 29, 32, 34, 39, 42-44, 46, 49, 52, 57, 59, 64-68, 70, 71, 73-78, 81, 83-87, 89, 91, 92, …”

Section: Resultsmentioning

confidence: 99%

“…Teaching/lectures was the most common training modality, described in almost a third of papers (n=21; 30%) (32, 34, 39, 41, 43, 46, 49, 57, 75, 76, 78, 83, 84, 86, 93, 95, 101, 113, 121, 124, 137). Workshops (n=18; 26%) (47, 57, 60, 62, 69, 72, 77, 79, 80, 93, 102, 103, 110, 117, 134, 137, 140, 148), discussions sessions (n=16; 23%) (32, 39, 41, 42, 47, 72, 76, 77, 85, 101, 102, 110, 111, 121, 135, 140), and immersive experiences/community visits (n=13; 19%) (32, 41, 43, 57, 76, 78, 92, 102, 106, 108, 140, 146, 153) were also common, detailed by estimated quarter to approximately a fifth of relevant articles.…”

Section: Resultsmentioning

confidence: 99%

“…The greatest range of data collection methods occurred immediately following the intervention, with post-surveys the most common approach, mentioned by two-thirds of relevant articles. A large proportion of these post-surveys focused only on quantitative data (n=24; 39%) (32,35,39,47,49,66,70,72,76,84,86,89,102,103,107,108,111,114,115,123,134,137,144,153), while others also included open-ended qualitative questions (n=12; 20%) (49,51,57,58,62,81,91,93,95,104,108,146). Participant interviews were also common following an intervention, mentioned in nearly a fifth of relevant articles (n=11; 18%) 4, 12,51,60,63,78,82,91,92,109,134).…”

Section: Evaluations Of Indigenous Cultural Safety Training Intervent...mentioning

confidence: 99%

See 3 more Smart Citations

Indigenous Cultural Safety Training for Applied Health, Social Work and Education Professionals: A PRISMA Scoping Review

MacLean

Qiang

Henderson

et al. 2022

Preprint

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Background: Anti-Indigenous racism is a widespread social problem in health, social work, and education systems in English-speaking Colonized countries such as Canada, with profound negative impacts to the health and education of Indigenous peoples. In 2015, Canada's Truth and Reconciliation Commission recognized the legacy and impact of Colonization and recommended training programs for these professions on cultural competency and curricula, and on the colonial history of Canada. Yet there is little evidence on best practices for such training, highlighting the need to synthesize existing findings on how these training programs are developed, implemented, and evaluated. Methods: This scoping review explored the academic literature on Indigenous cultural safety and competence training in the health, social work, and education fields. Medline, EMBASE, CINAHL, ERIC and ASSIA were searched for articles published between 1996-2020 in Canada, United States, Australia, and New Zealand. The Joanna Briggs Institute's three-step search strategy was used as was the PRISMA extension for Scoping Reviews. Data was charted and synthesized in three stages. Results: 134 were included in this review. Data was extracted on four themes: 1) Article Characteristic; 2) Cultural Safety Concepts, Critiques and Rationale; 3) Characteristics of Cultural Safety Training; and 4) Evaluation Details of Cultural Safety Training. Findings suggest that research on cultural safety training programs in health, social work and education has grown significantly. Nursing and medicine professions have received a significant proportion of cultural training programs, compared with general/allied health, social work, and education. Across fields, professionals and students were targeted equally by training programs. Only half of evaluations of cultural safety and related intervention identified methodological limitations. Implications: Considering, comparing, and contrasting literature on cultural safety and related concepts and how they are applied in practice would advance this scholarly work, as would more robust evaluations of cultural safety and similar training interventions to understand their impact at the individual level. Finally, commitment to meaningfully engage Indigenous communities to develop, implement and evaluate such programs is urgently needed.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Evaluations Of Indigenous Cultural Safety Training Intervent...mentioning

confidence: 99%

See 2 more Smart Citations

Indigenous Cultural Safety Training for Applied Health, Social Work and Education Professionals: A PRISMA Scoping Review

MacLean

Qiang

Henderson

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…The innumerable challenges that the COVID-19 pandemic has imposed on teaching, especially the rush for new learning technologies and changes in schools' purpose, confront teachers with an ever-changing world. Therefore, the development of dispositions for lifelong learning is required in the profession [13]. Lifelong learning is defined by the European Commission (2001) as any learning activity undertaken throughout life to improve knowledge, abilities, and attitudes within a personal, civic, social, or working perspective.…”

Section: Introductionmentioning

confidence: 99%

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

2021

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Education 4.0 prepares new generations to develop the skills required to perform in a technological, dynamic, and unpredictable world. The main barrier to implementing Education 4.0 in schools is that teachers have not been trained for it. Given the advances and new resources of the technological field, teacher preparation will be insufficient if it focuses on technological skills but does not incorporate the necessary dispositions for lifelong learning. Universities have the ethical imperative to update teacher education so teachers can become lifelong learners. The objective of this study was to understand whether practice-based curricula offer opportunities to promote lifelong learning tendencies. We used a sequential explanatory method. Quantitative and qualitative instruments were applied to pre-service teachers (survey: n = 231, semi-structured interviews: n = 8), and causal and descriptive approaches were supported by a structural equation model and constant comparative method, respectively. Data triangulation confirmed and added depth to the relationship found. Practice opportunities provided by teacher educators in learning activities and assessment tasks promote curiosity, motivation, perseverance, and self-learning regulation, when they are (i) systematic; (ii) relevant to the classroom work; (iii) presented with clear instructions and effective rubrics; (iv) accompanied with feedback focused on the task, soliciting reflection, and performed by peers and teacher educators in a trustworthy environment. This research may be of value to universities looking to renew their Education 4.0 programs because it shows that practice-based curricula not only transform pre-service teachers into teaching experts but also into lifelong learners.

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Elders’ Cultural Knowledges and African Indigeneity

Dei

George²

2020

The Palgrave Handbook of African Education and Indigenous Knowledge

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Lifelong learning theory and pre-service teachers’ development of knowledge and dispositions to work with Australian Aboriginal students

Cited by 7 publications

References 3 publications

Indigenous Cultural Safety Training for Applied Health, Social Work and Education Professionals: A PRISMA Scoping Review

Indigenous Cultural Safety Training for Applied Health, Social Work and Education Professionals: A PRISMA Scoping Review

Opportunities to Develop Lifelong Learning Tendencies in Practice-Based Teacher Education: Getting Ready for Education 4.0

Elders’ Cultural Knowledges and African Indigeneity

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