Teacher Candidates’ Expectations: Equity Education, Critical Literacy, and Indigenous Students’ Epistemologies

IF 4.3 Q1 EDUCATION & EDUCATIONAL RESEARCH
Lorenzo Cherubini
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引用次数: 1

Abstract

Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers’ perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school. 
教师候选人的期望:公平教育、批判素养与原住民学生的认识论
文化响应型教师积极响应学生的文化规范和传统,创造有吸引力和有意义的学习机会,区分土著和西方的观点;然而,在教师对土著认识论和世界观的理解没有得到充分体现的课堂上,土著学生不仅经常感到被边缘化和孤立,而且脱离了未能融入他们历史和传统的欧洲中心课程和文本。本研究的重点是教师候选人(在课堂实地实习经历之前)对公平教育、反思性实践和批判性素养的期望和看法。混合方法研究考察了未来教师对土著学生相关问题的看法,以及公共教育政策和实践如何在课堂上体现出来。研究结果显示,未来的教师对原住民的声音是否能有效地促进学生的学习和培养原住民学生的认同持怀疑态度。此外,未来的教师预计安大略省有关土著教育的政策结果与学校教师的实践之间存在根本的脱节。
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来源期刊
Journal of Teaching and Learning
Journal of Teaching and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.80
自引率
2.20%
发文量
18
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