Investigating pre-service teachers’ inquiry into Indigenous perspectives

Redmond, Petrea and Lock, Jennifer (2015) Investigating pre-service teachers’ inquiry into Indigenous perspectives. In: Educational innovations and contemporary technologies: enhancing teaching and learning. Palgrave Macmillan Ltd., Hampshire, United Kingdom, pp. 133-149. ISBN 978-1-137-46860-4

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Abstract

The concept of Indigenous perspectives is multi-layered and complex; it is greater than teaching content and requires cultural and values knowledge about one’s self and others. With this in mind, teacher educators created a highly structured but content-free learning environment for secondary pre-service teachers to inquire into embedding Indigenous perspectives across the curriculum. This chapter presents an innovative project whereby secondary pre-service teachers inquired into Indigenous perspectives in an online learning environment. Through this online collaborative initiative, these pre-service teachers had the opportunity to engage with their peers, practicing teachers, teacher educators and other educators to explore their questions, address their assumptions and gain insights into how to design and facilitate learning that honours Indigenous perspectives in all discipline areas.


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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: Submitted Version deposited, in accordance with the copyright policy of the Publisher.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 23 Sep 2015 23:38
Last Modified: 29 May 2017 00:50
Uncontrolled Keywords: pre-service teachers, indigenous perspectives, online collaboration, online learning, inquiry-based learning
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130301 Aboriginal and Torres Strait Islander Education
Socio-Economic Objective: C Society > 93 Education and Training > 9301 Learner and Learning > 930199 Learner and Learning not elsewhere classified
URI: http://eprints.usq.edu.au/id/eprint/27125

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