Lessons Learned: Effectiveness of Courses Developed for Aboriginal Teacher Candidates Delivered at a Distance

Autor/inn/en	Gordon, Megan; Hodson, John; Kitchen, Julian
Titel	Lessons Learned: Effectiveness of Courses Developed for Aboriginal Teacher Candidates Delivered at a Distance
Quelle	In: International Journal of E-Learning & Distance Education, 29 (2014) 2, (24 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2292-8588
Schlagwörter	American Indians; Federal Government; Teacher Education Programs; Culturally Relevant Education; Access to Education; Higher Education; Distance Education; Teaching Methods; Educational Policy; Educational Opportunities; Rural Areas; Program Descriptions; Pilot Projects; Administrator Surveys; Electronic Learning; Foreign Countries; Mixed Methods Research; Canada + Suchen Sie Ihr Suchwort? American Indian; Indianer; Bundesregierung; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Politics of education; Bildungspolitik; Bildungsangebot; Bildungschance; Rural area; Ländlicher Raum; Pilot project; Modellversuch; Pilotprojekt; Ausland; Kanada
Abstract	Recent Ontario provincial and federal education policy developments propose to increase the academic success of an ever increasing number of First Nation children attending urban and First Nation schools. Key to achieving that goal is increasing the number of Aboriginal educators who are skilled in teaching that is grounded in culturally responsive and relational pedagogy. In many instances, those interested in pursuing such a career in education are limited in their ability to attend conventional teacher education programs because they live in remote communities, have familial responsibilities, and/or have limitations related to their employment. Creating and resourcing teacher education programs that consider the realities of First Nation peoples will be fundamental to achieving the goals set out by the Ontario and federal governments. This paper highlights factors that limit access to university education for First Nation peoples and presents the results of a pilot study that evaluated a unique teacher education program for Aboriginal students delivered at a distance from their home communities. The paper also discusses the opportunities and pitfalls associated with technology-mediated Aboriginal teacher education. (As Provided).
Anmerkungen	Canadian Network for Innovation in Education. 260 Dalhousie Street Suite 204, Ottawa, ON K1N 7E4, Canada. Tel: 613-241-0018; Fax: 613-241-0019; e-mail: journalofde@gmail.com; Web site: http://www.ijede.ca/index.php/jde
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01