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Practicing Teachers' Reflections: Indigenous Australian Student Mobility and Implications for Teacher Education

[Zeitschriftenartikel]

Moriarty, Beverley; Bennet, Maria

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Zitationshinweis

Bitte beziehen Sie sich beim Zitieren dieses Dokumentes immer auf folgenden Persistent Identifier (PID):http://dx.doi.org/10.17645/si.v4i1.373

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Abstract Social constructions of education historically have impacted adversely on marginalised Indigenous Australian students whose mobile lifestyles and cultural positioning challenge teachers’ social inclusion practices. This paper examines the preparation and capacity of pre-service teachers to engage with mobile Indigenous students and their communities. Evidence is drawn from practicing teachers who reflected on their experiences in working with Indigenous students and their communities since graduation and how their experiences, both pre- and post-graduation, impacted on their beliefs and practices. Individual interviews were conducted with four teachers who also participated in the first stage of the study as a group of 24 second year primary pre-service teachers at a regional Australian university. It was found that pre-service teachers representing a range of world views benefit from positive, scaffolded experiences that provide opportunities to develop practices that foster social justice and inclusion. The findings of this study have implications for providing pre-service teachers with opportunities to understand how historical factors impact on Indigenous student mobility in contemporary Australian educational settings and the development of socially inclusive pedagogical practices. Further longitudinal research to expand the evidence base around developing culturally-appropriate pedagogical practices in pre-service teachers is needed to support their transition into teaching. (author's abstract)
Thesaurusschlagwörter Australia; ethnic group; minority; indigenous peoples; student; female student; mobility; social integration; university; teacher training; university teacher; university teaching
Klassifikation Bildungs- und Erziehungssoziologie; Lehre und Studium, Professionalisierung und Ethik, Organisationen und Verbände der Erziehungswissenschaft
Sprache Dokument Englisch
Publikationsjahr 2016
Seitenangabe S. 32-41
Zeitschriftentitel Social Inclusion, 4 (2016) 1
Heftthema Multidisciplinary Studies in Social Inclusion
ISSN 2183-2803
Status Veröffentlichungsversion; begutachtet (peer reviewed)
Lizenz Creative Commons - Namensnennung
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