Integrating Indigenous Perspectives into Teacher Education in Alberta

Autor/inn/en	Danyluk, Patricia; Plante, Maureen; Wessel, Samara
Titel	Integrating Indigenous Perspectives into Teacher Education in Alberta
Quelle	In: Papers on Postsecondary Learning and Teaching, 6 (2023), S.28-35 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Wessel, Samara)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2560-6050
Schlagwörter	Foreign Countries; Teacher Education; Indigenous Knowledge; Racism; Integrated Curriculum; Curriculum Development; Teacher Education Curriculum; Indigenous Personnel; Institutional Role; Canada + Suchen Sie Ihr Suchwort? Ausland; Lehrerausbildung; Lehrerbildung; Rassismus; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kanada
Abstract	Anti-Indigenous racism is the result of a lack of knowledge about Indigenous peoples according to Senator Murray Sinclair (Sinclair, 2019). Teacher education is one of the most powerful ways to combat racism towards Indigenous peoples as it impacts not only pre-service teachers but in-service teachers, their students, and their families. Alberta's new Teaching Quality Standard was released in 2018 (TQS, 2020) and requires all Alberta teachers to possess and apply a foundational knowledge of Indigenous peoples. The article reports on the preliminary findings of a study examining how teacher education institutions in Alberta are integrating Indigenous perspectives into their programming. [Note: The page range (28-25) shown on the PDF is incorrect. The correct page range is 28-35. Articles in this journal were presented at the University of Calgary Conference on Postsecondary Learning and Teaching.] (As Provided).
Anmerkungen	Taylor Institute for Teaching and Learning. University of Calgary, 434 Collegiate Blvd NW, Calgary, AB, T2N 1N4, Canada. Tel: 403-220-3607; e-mail: taylorinstitute@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/pplt
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01