Stoking the Fires of Pre-service Educators through Aboriginal and Torres Strait Islander Ways of Learning

Authors

  • Sharon Louth University of the Sunshine Coast
  • Keane Wheeler University of Queensland
  • Romina Jamieson-Proctor Australian Catholic University
  • Tracey Sanderson University of the Sunshine Coast

DOI:

https://doi.org/10.31949/ijeir.v2i2.4600

Keywords:

Cultural competence, cultural pedagogy, embedding Indigenous perspectives, pre-service teacher education

Abstract

Great emphasis has been placed on embedding Indigenous knowledges and perspectives in western-based education systems and pedagogical practices. This study discusses the results of a four-month program for pre-service teachers that targeted best-practice Aboriginal and Torres Strait Islander pedagogy.  The program challenged existing notions of western-based teaching and learning through innovative approaches to the design of learning. Specifically, the program has been underpinned by the 8 Ways Aboriginal Pedagogical Framework which focuses on interconnected learning experiences which have been developed through Aboriginal systems, protocols, values and processes. The program embedded authentic practices aimed at empowering pre-service teachers. The research design explored four dimensions of empowerment relating to embedding Aboriginal and Torres Strait Islander perspectives: knowledge, understanding, perceptions and attitudes. Quantitative survey data was gathered pre and post program and paired samples t-tests were conducted and found all four dimensions of empowerment improved significantly following the program (p < 0.05). The results of this study demonstrate the effectiveness of teaching, learning and assessing through the lens of the 8 Ways Aboriginal Pedagogical framework to increase teacher agency to become more culturally responsive educators.

Downloads

Download data is not yet available.

Author Biographies

Sharon Louth, University of the Sunshine Coast

Dr Sharon Louth is a senior lecturer in the School of Education at USC and is the Program Coordinator at Fraser Coast.  Sharon's research and teaching practices involve the use of inclusive, cooperative and motivational learning strategies which generate self-efficacy and empower students to become successful learners. Sharon is passionate about increasing educational outcomes for people from all walks of life, particularly Aboriginal and Torres Strait Islander people. Sharon has collaborated with community to facilitate intervention programs for children and professional development workshops for teachers from primary, secondary and tertiary institutions and is committed to the ongoing development of increasing educational aspirations at both undergraduate and postgraduate levels. 

Keane Wheeler, University of Queensland

Dr Keane Wheeler provides expert advice and contributes to strategic decision-making regarding programs that build the academic preparedness of Aboriginal and Torres Strait Islander students, and assist in retaining students in Higher Education. Dr Wheeler applies current professional theory and best practice regarding Aboriginal and Torres Strait Islander education and cultural capability to maintain, develop and evaluate services and engagement practises. He collaborates with relevant work areas to assist in the development and delivery of multi-disciplinary empowerment programs addressing identified and emerging needs of Aboriginal and Torres Strait Islander students. 

Romina Jamieson-Proctor, Australian Catholic University

Professor Romina Jamieson-Proctor is a Professor in the School of Education at ACU. Throughout her academic career, her teaching and research interests and endeavours have focused on the use of information and communication technologies (ICT) to enhance and transform learning and teaching to meet the needs of 21st century learners. She has had extensive experience in the leadership and management of large scale pure and applied research projects specifically investigating the impact of ICT on teaching and learning across state and national education systems and was integral in the adoption of the TPACK framework in the National Teaching Teachers for the Future (TTF) project (2011-2012). She has expertise in quantitative methods, especially the design and development of theoretically and statistically valid and reliable measurement instruments.  Teaching has been Professor Jamieson-Proctor's life work and passion for over 35 years and she has taught more than 6000 students for the most part in large core-undergraduate pre-service teacher education courses and is a recognised expert in online and blended pedagogies. 

Tracey Sanderson, University of the Sunshine Coast

Dr Tracey Sanderson is a teacher with over 30 years of experience across all phases of learning.  She has spent much of this time teaching in rural and remote communities in Western Australia where she worked extensively with communities to improve learning outcomes for all students.  Tracey teaches pre-service teaches at USC and works collaboratively with her colleagues to ensure students are well equipped and supported to become high quality educators. 

References

Andersen, C., & Walter, M. (2010). Indigenous Perspectives and Cultural Identity. In M. Hyde, L. Carpenter, & R. Conway (Eds.), Diversity and Inclusion in Australian Schools. Melbourne: Oxford University Press.

Australian Curriculum Assessment and Reporting Authority. (2012). The Australian Curriculum. Sydney: ACARA

Bishop, M., Vass, G., & Thompson, K. (2019). Decolonising schooling practices through relationality and reciprocity: embedding local Aboriginal perspectives in the classroom. Pedagogy, Culture & Society, 1-19. doi:10.1080/14681366.2019.1704844

Burgess, C. (2019). Beyond cultural competence: Transforming teacher professional learning through Aboriginal community-controlled cultural immersion. Critical Studies in Education, 60(4), 477-495.

Bybee, R. W. (1997). Achieving scientific literacy: From purposes to practices. Portsmouth, New Hampshire Heinemann Educaitonal Books.

CAST. (2020). Universal Design for Learning. Retrieved from http://www.cast.org/impact/universal-design-for-learning-udl

Cohen, J. W. (1988). Statistical power analysis for the behavioural sciences (2nd ed.). Hillside, NJ: Lawrence Erlbaum Associates.

Cummins, R., Gentle, I., & Hull, C. (2008). Community:Aboriginal Australian Perspectives. In J. Taylor, D. Wilkinson, & B. Cheers (Eds.), Working with communities in health and human services (pp. 43-60). South Melbourne: Oxford University Press.

Education Council. (2019). Alice Springs (Mparntwe) Education Declaration. Retrieved from https://docs.education.gov.au/documents/alice-springs-mparntwe-education-declaration

Gay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48-70.

Grant, U. E. (1997). Holistic approach to teaching and learning. Paper presented at the Aboriginal Studies in the 90s: Sharing our Stories. 7th Annual Aboriginal Studies Association Conference, Powerhouse Museum, Sydney, NSW.

Louth, S. (2013). Mentoring indigenous secondary school students to raise educational aspirations. Paper presented at the 6th Annual Mentoring Conference, Albuquerque, NM, United States.

Louth, S., & Jamieson-Proctor, R. (2014). Empowering Teachers to Embed Indigenous Perspectives: A study of the effects of Professional Development in Traditional Indigenous Games. Paper presented at the Australian Teacher Education Association Conference, Sydney, Australia.

Louth, S., Wheeler, K., & Bonner, J. (2019). Long-lasting educational engagement of Aboriginal and Torres Strait Islander people: Where are the Ghundus (children)? A longitudinal study. The Australian Journal of Indigenous Education 1-9. doi:https://doi.org/10.1017/jie.2019.14

McRae, D. (2000). What has worked and what will work again. Canberra: Australian Curriculum Studies Association and National Curriculum Services.

McRae, D. (2002). What works. Improving outcomes for Indigenous students. Canberra: Department of Education Science and Training

Ministerial Council on Education Employment Training and Youth Affairs. (2019). Alice Springs Mparntwe Declaration on Educational Goals for Young Australians. Alice Springs: Ministerial Council on Education Employment Training and Youth Affairs,

Nakata, M. (2007). The cultural interface. The Australian journal of Indigenous education, 36(S1), 7-14.

Nakata, M. (2010). The cultural interface of Islander and scientific knowledge. Australian Journal of Indigenous Education, 39, 53-57.

Skamp, K., & Peers, S. (2012). Implementation of science based on the 5E learning model: Insights from teacher feedback on trial Primary Connections units. Paper presented at the The 43th Annual Conference of the Australasian Science Education Research Association (ASERA), University of the Sunshine Coast, Australia.

Warren, C.A. (2018). Empathy, teacher dispositions, and preparation for culturally responsive pedagogy. Journal of Teacher Education, 69(2), 169-183.

Williamson, J., & Dalal, P. (2007). Indigenising the Curriculum or Negotiating the Tensions at the Cultural Interface? Embedding Indigenous Perspectives and Pedagogies in a University Curriculum. The Australian Journal of Indigenous Education, 36(S1), 51-58. doi:10.1017/S1326011100004701

Yunkaporta, T., & Kirby, M. (2011). Yarning up Aboriginal pedagogies: A dialogue about eight Aboriginal ways of learning. In N. Purdie, G. Milgate, & H. R. Bell (Eds.), Two way teaching and learning: Toward culturally reflective and relevant education (pp. 205-213). Melbourne:VIC: ACER Press.

Downloads

Published

2023-07-27

How to Cite

Louth, S., Wheeler, K., Jamieson-Proctor, R., & Sanderson, T. (2023). Stoking the Fires of Pre-service Educators through Aboriginal and Torres Strait Islander Ways of Learning. International Journal of Educational Innovation and Research, 2(2), 104–113. https://doi.org/10.31949/ijeir.v2i2.4600

Issue

Section

Articles