Literaturnachweis - Detailanzeige
| Autor/inn/en | Blimkie, Melissa; Vetter, Diane; Haig-Brown, Celia |
|---|---|
| Titel | Shifting Perspectives and Practices: Teacher Candidates' Experiences of an Aboriginal Infusion in Mainstream Teacher Education |
| Quelle | In: Brock Education: A Journal of Educational Research and Practice, 23 (2014) 2, S.47-66 (20 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1183-1189 |
| Schlagwörter | Case Studies; Preservice Teachers; Student Teacher Attitudes; Indigenous Populations; Minority Group Students; Culturally Relevant Education; Teacher Education Programs; Cultural Awareness; Teacher Competencies; Canada Natives; Qualitative Research; Questionnaires; Focus Groups; Assignments; Journal Writing; Documentation; Course Descriptions; Holistic Approach; Consciousness Raising; Knowledge Level; Barriers; Program Effectiveness; Foreign Countries |
| Abstract | This exploratory case study shares teacher candidates' perspectives and experiences of an Aboriginal infusion at York University's Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives. (As Provided). |
| Anmerkungen | Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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