An analysis of education academics' attitudes and preconceptions about Indigenous Knowledges in initial teacher education.

For more than 20 years, there has been effort made within primary and secondary classrooms and curricula to include Indigenous peoples' perspectives. This has been met with mixed reactions from classroom teachers. Initial teacher education academics and providers have also been slow to implemen...

תיאור מלא

מידע ביבליוגרפי

Institution:	University of Melbourne
מחבר ראשי:	Hogarth, Melitta
יצא לאור:	Australian Journal of Indigenous Education v.51 n.2 https://doi.org/10.55146/ajie.v51i2.41 2022
נושאים:	Student teacher attitudes Teacher education programs Teacher education curriculum Preservice teacher education Aboriginal knowledge Academic staff attitudes Teacher educators Knowledge base for teaching Aboriginal students Pilot projects Primary secondary education Higher education Discourse analysis Non indigenous academics Indigenous critical discourse analysis (ICDA) Australia Queensland
גישה מקוונת:	https://doi.org/10.55146/ajie.v51i2.41