Preparing preservice teachers' minds, hearts and actions for teaching in remote indigenous communities
Osborne, Barry (2003) Preparing preservice teachers' minds, hearts and actions for teaching in remote indigenous communities. Australian Journal of Indigenous Education, 31 . pp. 17-24.
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This paper examines some challenges we confront working with preservice teachers prior to serving in remote Indigenous communities. Some challenges include what preservice teachers bring to their studies - subjectivities, experiential understandings of teaching and notions of childhood/adolescence, culture and social justice, all of which involve minds, emotions and our notions of our places in society. Some challenges involve linking new notions of teaching to what they already know which may entail unlearning before relearning. Some challenges involve making sense of the theory/action dialectic - teasing out links between strongly held but unarticulated values, beliefs and actions that derive from them. Some challenges involve anticipating what it might be like to live and teach in a remote setting and preparing to work effectively across cultures. I then discuss how we might tackle them in the light of productive pedagogy and culturally relevant pedagogy (Osborne, 2001a, 2001b).
|Item Type:||Article (Refereed Research - C1)|
Reproduced with permission from Australian Journal of Indigenous Education.
|Keywords:||indigenous education; remote; rural; teacher education|
|FoR Codes:||16 STUDIES IN HUMAN SOCIETY > 1608 Sociology > 160809 Sociology of Education @ 40%|
13 EDUCATION > 1399 Other Education > 139999 Education not elsewhere classified @ 60%
|SEO Codes:||93 EDUCATION AND TRAINING > 9399 Other Education and Training > 939901 Aboriginal and Torres Strait Islander Education @ 100%|
|Deposited On:||15 Feb 2010 08:38|
|Last Modified:||12 Feb 2011 02:54|
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