Hostname: page-component-8448b6f56d-c47g7 Total loading time: 0 Render date: 2024-04-20T00:14:08.669Z Has data issue: false hasContentIssue false
  • English
  • Français

Critical Design Features of Pre-Service Education Programs to Enhance Teacher Capacity to Effectively Work in Schools With Indigenous Students

Published online by Cambridge University Press:  10 November 2014

Elizabeth Labone ,
Patrick Cavanagh  and
Janette Long
Elizabeth Labone*
Affiliation:
Faculty of Education, Australian Catholic University, Sydney, New South Wales, Australia
Patrick Cavanagh
Affiliation:
Faculty of Education, Australian Catholic University, Sydney, New South Wales, Australia
Janette Long
Affiliation:
Faculty of Education, Australian Catholic University, Sydney, New South Wales, Australia
*
address for correspondence: Elizabeth Labone, Faculty of Education, Australian Catholic University, Level 18, 8–20 Napier Street, North Sydney NSW 2060, Australia. E-mail: elizabeth.labone@acu.edu.au
Get access

Abstract

For more than 3 decades governments and education systems have struggled to address the gaps in educational outcomes between Indigenous and non-Indigenous students. Over the past 10 years it has become increasingly apparent that central to redressing these gaps is the development of teachers who are able to effectively engage with Indigenous students, their families and communities. The introduction of National Professional Standards has increased the focus on the development of pre-service teachers’ capacity to effectively teach Indigenous students. In 2008, the New South Wales Department of Education (DET) and four universities implemented an enhanced teacher training program (ETTP) that was delivered to final-year primary pre-service teachers. The success and continuing expansion of this program, coupled with the current national focus on building pre-service teachers’ capacity to teach Indigenous students, suggests it is timely to detail the critical design features of, and rationale for, this program to inform and support development of similar programs within pre-service teacher education. The article reports on four critical elements of the program: knowledge and understanding of Aboriginal history and culture; effective cross-cultural communication skills; holistic understanding of Aboriginal education and strategies required for improving Aboriginal student outcomes; and appropriate pedagogy and classroom management strategies.

Keywords

Indigenous educationAboriginal educationteacher educationpre-service teacher training
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 43 , Issue 2 , December 2014 , pp. 121 - 133
Copyright
Copyright © The Author(s) 2014 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Aboriginal Education Consultative Group (AECG) and Department of Education and Training (DET). (2010). Partnership agreement 2010–2020: We are-we can-we will: Maintaining a collaborative partnership into the future. Sydney, Australia, Author. Retrieved January 21, 2013, from http://www.aecg.nsw.edu.au/publications.phpGoogle Scholar
Australian Education Union (AEU). (2008). New Educators Survey 2008. Melbourne, Australia: Author. Retrieved January 20, 2009, from http://www.aeufederal.org.au/Publications/2009/Nesurvey08res.pdfGoogle Scholar
Bourke, C., Rigby, K. &Department of Education, Training and Youth Affairs. (2000). Better practice in school attendance: Improving the school attendance of Indigenous students. Canberra, Australia. Department of Education, Training and Youth Affairs. Retrieved January 20, 2009, from http://www.dest.gov.au/sectors/indigenous_education/publications_resources/documents/attend_synth_pdf.htmGoogle Scholar
Buckskin, J. (2012). Teacher preparation for Aboriginal education (Unpublished PhD thesis). University of Wollongong, Wollongong, Australia. Retrieved January 30, 2014, from http://ro.uow.edu.au/theses/3694Google Scholar
Cavanagh, P. (2005). ‘It makes you proud to be you’: A report on the Yuwaalaraay Language Program at St Joseph's, Walgett. Armidale, Australia: Catholic Education Office. Retrieved November 15, 2008, from http://www.arm.catholic.edu.au/documents/Pat%20Cavanagh%20Report.pdfGoogle Scholar
Council of Australian Governments [COAG]. (2002). Council of Australian Governments’ communiqué. 5 April 2002. Canberra, Australia: Author. Retrieved January 20, 2009 from http://www.coag.gov.au/coag_meeting_outcomes/2002--04--05/index.cfmGoogle Scholar
Craven, R.G., Halse, C., Marsh, H.W., Mooney, J., & Wilson-Miller, J. (2005). Teaching the teachers Aboriginal studies: Recent successful strategies (vol. 1). Canberra, Australia: Department of Education, Science and Training.Google Scholar
Cronin, R., Sarra, C., & Yelland, N. (2002, December). Achieving positive outcomes in numeracy for Indigenous students. Paper presented at the annual conference of the Australian Association for Research in Education, Brisbane, Australia. Retrieved January 20, 2009, from http://www.aare.edu.au/02pap/cro02022.htmGoogle Scholar
Department of School Education (DET). (1996). Aboriginal Education Policy. Sydney, Australia: Author.Google Scholar
Department of Education and Training (DET). (2008). NSW Aboriginal Education and Training Policy. Sydney, Australia: Author.Google Scholar
Department of Education, Training & Youth Affairs (DETYA). (2000). The National Indigenous English literacy and numeracy strategy 2000–2004. Canberra, Australia: Commonwealth of Australia.Google Scholar
Department of Families, Housing, Community Services and Indigenous Affairs (FaHCSIA). (2009). Closing the gap on Indigenous disadvantage the challenge for Australia. Canberra, Australia: Author. Retrieved January 12, 2013, from http://www.fahcsia.gov.au/sa/indigenous/pubs/general/documents/closing_the_gap/closing_the_gap.pdfGoogle Scholar
Dodson, M. (1994). Cultural rights and educational responsibilities. The Frank Armitage Lecture Series No. 9, Armidale, Australia: University of New England.Google Scholar
Gray, J., & Beresford, Q. (2002). Aboriginal non-attendance at school: Revisiting the debate. The Australian Educational Researcher, 29 (1), 27–40.Google Scholar
Harrington, I., & Brasche, I. (2011). Success stories from an Indigenous immersion primary teaching experience in NSW Schools. Australian Journal of Indigenous Education, 40, 23–29.Google Scholar
Herbert, J., Andeson, L., Price, D., & Stehbens, C. (1999). If they learn us right: A study of the factors affecting the attendance, suspension and exclusion of Aboriginal students in secondary school. Sydney, Australia: Australian Centre for Equity through Education.Google Scholar
Hickling-Hudson, A., & Ahlquist, R. (2003). Contesting the curriculum in the schooling of Indigenous children in Australia and the USA: From Eurocentrism to culturally powerful pedagogies. Comparative Education Review, 47 (1), 64–89.Google Scholar
Howey, K. (2005). I’m an Aboriginal woman — Who are you? In Austen, J. (Ed.), Culture and identity custom (2nd ed.). Sydney, Australia: Pearson Education, 155–168.Google Scholar
Hughes, P. (1987). Aboriginal culture and learning style: A challenge for academics in higher education institutions (The Frank Archibald Memorial Lecture Series No. 2). Armidale, Australia: University of New England.Google Scholar
Indigenous Education Consultative Bodies (IECB). (2012). National IECB Network position paper. Melbourne, Australia: Author. Retrieved January 21, 2013 from http://vaeai.org.au/_uploads/rsfil/000235_ccda.pdfGoogle Scholar
Labone, E., Long, J., Cavanagh, P., & Senese, C. (2009). Visions of hope for teacher education: An evaluation of a pre-service teacher enhancement program in Aboriginal Studies through university and government collaboration. Paper presented at the Annual conference of the Australian Association for Research in Education, Canberra, Australia. Retrieved January 20, 2013 from http://publications.aare.edu.au/09pap/LABO91239.pdfGoogle Scholar
Long, J., Cavanagh, P., & Labone, E. (2009). Evaluation of the Enhanced Teacher Training Program. Sydney, Australia: NSW Department of Education, Human Resources Directorate.Google Scholar
Long, J., Cavanagh, P., Nicholson, M., & Maskell, J. (2008). Enhanced teacher training through Indigenous mentors: A program to improve Aboriginal learning outcomes. The International Journal of Interdisciplinary Social Sciences, 3 (4)7–16.Google Scholar
Long, J., & Labone, E. (2010). Teach our mob. Lessons learnt from an Aboriginal teacher education training program in Australia. The International Journal of Knowledge, Culture and Change Management, 10 (5), 21–34.Google Scholar
Long, L., Moran, W., Harris, J., & Ryan, S. (2007). Eyes wide open: Pre-service teachers’ reflection upon the culture and context of schools. The International Journal of Interdisciplinary Social Sciences, 2 (2), 171–178.Google Scholar
McClure, D. (2008). An exploration of teachers’ knowledge about aspects of Australian Indigenous history and their attitude to reconciliation (Unpublished Masters dissertation). Australian Catholic University, Melbourne, Australia. Retrieved November 30, 2009, from http://dlibrary.acu.edu.au/digitaltheses/public/adt-acuvp244.20012011/02whole.pdfGoogle Scholar
McGinty, S. (2002, December). Community capacity building. Paper presented at Australian Association Research in Education Conference, Brisbane, Australia. Retrieved May 14, 2008, from http://www.aare.edu.au/02pap/mcg02476.htmGoogle Scholar
McRae, D. (2000). What works? Explorations for improving outcomes for Indigenous students: A report prepared for the Commonwealth Department of Education, Training and Youth affairs by the IESIP SRP National Coordination and Evaluation Team, Canberra, Australia: Australian Curriculum Studies Association and National Curriculum Services.Google Scholar
Malcolm, I., (2011). Issues in English language assessment of Indigenous Australians. Language Assessment Quarterly, 8 (2), 190–199.Google Scholar
Malezer, B., & Sim, C.R. (2002, December). Benefits of teaching Indigenous Australian Studies in a cross-cultural context. Paper presented at the Australian Association for Research in Education Annual Conference, Brisbane, Australia. Retrieved May 14, 2008, from http://publications.aare.edu.au/02pap/sim02621.htmGoogle Scholar
Malin, M. 2003. Is schooling good for Aboriginal children's health? (Occasional paper series, no. 3, pp. 312–329). Darwin, Australia: Cooperative Research Centre fro Aboriginal and Tropical Health.Google Scholar
Mellor, S., & Corrigan, M. (2004). The case for change: A review of contemporary research on Indigenous education outcomes, Melbourne, Australia: Australian Council of Educational Research.Google Scholar
Ministerial Council of Education Employment Training and Youth Affairs (MCEETYA). (1989). The Hobart Declaration on Schooling. Hobart, Australia: Author.Google Scholar
Ministerial Council of Education Employment Training and Youth Affairs (MCEETYA). (1999). National goals for schooling in the twenty-first century. Adelaide, Australia: Author.Google Scholar
Ministerial Council of Education Employment Training and Youth Affairs (MCEETYA). (2006). Australian directions in Indigenous education 2005–2008. Canberra, Australia: Author. Retrieved November 19, 2007, from http://www.mceetya.edu.au/verve/_resources/Australian_Directions_in_Indigenous_Education_2005--2008.pdfGoogle Scholar
Ministerial Council of Education Employment Training and Youth Affairs (MCEETYA). (2008). Melbourne Declaration on Educational Goals for Young Australians. Melbourne, Australia: Author.Google Scholar
Mooney, J., & Craven, R. (2002, December). A case study: Introducing and teaching core Aboriginal Studies. Paper presented at Australian Association Research in Education Conference, Brisbane: Australia. Retrieved May 14, 2008, from http://www.aare.edu.au/05pap/moo05313.pdfGoogle Scholar
New South Wales Institute of Teachers (NSW IT). (2007). Initial Teacher Education Programs supplementary documentation for program approval (mandatory areas). Sydney, Australia: Author.Google Scholar
NSW Aboriginal Education Consultative Group. (1999). Securing a collaborative partnership into the future: Consolidating a 21 year working relationship. Sydney, Australia: Author.Google Scholar
Oliver, R., Rochecouste, J., Vanderford, S., & Grote, E. (2011). Teacher awareness and understandings about Aboriginal English in Western Australia. Australian Review of Applied Linguistics, 34 (1), 60–74.Google Scholar
Price, K. (2012). Aboriginal and Torres Strait Islander education: An introduction for the teaching profession. Melbourne, Australia: Cambridge University Press.Google Scholar
Purdie, N., Boulton-Lewis, G., Fanshawe, J., Tripcony, P., & Gunstone, A. (2000). Positive self-identity for Indigenous students and its relationship to school outcome. Canberra, Australia: Department of Education, Training & Youth Affairs.Google Scholar
Reconciliation Australia. (2009). Australian Reconciliation Barometer. Canberra, Australia: Reconciliation Australia. Retrieved March 3, 2009, from http://www.reconciliation.org.auGoogle Scholar
Schwab, R.G., & Sutherland, D. (2001). Building Indigenous learning communities (Discussion paper No. 225). Canberra, Australia: Centre for Aboriginal Economic Policy Research, The Australian National University. Retrieved January 20, 2009, from http://caepr.anu.edu.au/sites/default/files/Publications/DP/2001_DP225.pdfGoogle Scholar
Senate Employment, Workplace Relations, Small Business and Education References Committee. (2000). Katu Kalpa: Report on the Inquiry into the Effectiveness of Education and Training Programs for Indigenous Australians. Canberra, Australia: Author. Retrieved 20 January, 2009, from http://www.aph.gov.au/Senate/committee/eet_ctte/completed_inquiries/1999--02/ indiged/ report/contents.htmGoogle Scholar
Wadham, B., Pudsey, J., & Boyd, R. (2007). Culture and education. Sydney, Australia: Pearson Education Australia.Google Scholar