Exploring Queensland secondary teacher induction training undertaken prior to working with remote Aboriginal and Torres Strait Islander students

IF 0.9 Q3 EDUCATION & EDUCATIONAL RESEARCH
Sindi Morley, T. Benveniste, R. Bainbridge
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引用次数: 0

Abstract

Aboriginal and Torres Strait Islander communities that are considered remote to metropolitan-dwelling, non-Indigenous Australians experience challenges attracting and retaining qualified teachers. Initial teacher education (ITE) is known to inadequately prepare teachers to engage Indigenous Australian students, however, we understand little about the induction training received by postgraduate secondary teachers prior to commencing work in remote schools with high enrolments of Indigenous students. This exploratory study investigated the relevance of the information provided in pre-service induction training and how this translated into classroom practice. Thirty-four Queensland secondary teachers with experience educating remote Aboriginal and Torres Strait Islander students responded to an online questionnaire investigating four different types of pre-service induction training: cross-cultural awareness, culturally appropriate pedagogy, classroom management, and student social and emotional wellbeing. Thematic analysis of their open-text responses identified three themes: training content, application of training and applicability to Indigenous students. Findings indicated inconstancies in completion rates, content significance and conversion of material into effectual classroom practices. It is suggested that providing community-specific pre-service induction training for Queensland secondary teachers could support them to engage remote Aboriginal and Torres Strait Islander students in learning and may reduce the high frequency of teacher transfers and increase attendance rates of students.
探索在与偏远土著和托雷斯海峡岛民学生合作之前进行的昆士兰中学教师入职培训
土著和托雷斯海峡岛民社区被认为远离大都市,非土著澳大利亚人在吸引和留住合格教师方面面临挑战。众所周知,初级教师教育(ITE)不足以让教师为吸引澳大利亚土著学生做好准备,然而,我们对研究生中学教师在土著学生入学率高的偏远学校开始工作之前接受的入职培训知之甚少。这项探索性研究调查了职前入职培训中提供的信息的相关性,以及这些信息如何转化为课堂实践。34名有教育偏远原住民和托雷斯海峡岛民学生经验的昆士兰中学教师对一份在线问卷进行了回应,该问卷调查了四种不同类型的职前入职培训:跨文化意识、文化适宜的教学法、课堂管理以及学生的社会和情感健康。对其公开文本答复的专题分析确定了三个主题:培训内容、培训的应用和对土著学生的适用性。研究结果表明,在完成率、内容重要性和材料转化为有效课堂实践方面存在差异。有人建议,为昆士兰中学教师提供针对社区的职前入职培训,可以支持他们让偏远的原住民和托雷斯海峡岛民学生参与学习,并可以减少教师调动的高频率,提高学生的出勤率。
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来源期刊
Australian Journal of Indigenous Education
Australian Journal of Indigenous Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.80
自引率
12.50%
发文量
13
期刊介绍: Published in association with Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland, the Australian Journal of Indigenous Education is an internationally refereed journal which publishes papers and reports on the theory, method, and practice of Indigenous education. The journal welcomes articles that ground theoretical reflections and discussions in qualitative and quantitative studies, as well as examples of best practice with a focus on Indigenous education. While AJIE has a particular focus on Indigenous education in Australia and Oceania, research which explores educational contexts and experiences around the globe are welcome. AJIE seeks to foster debate between researchers, government, and community groups on the shifting paradigms, problems, and practical outcomes of Indigenous education.
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