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      Insights found in the narratives of non-Aboriginal teachers working with Aboriginal students

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      HESELWOOD-THESIS.pdf (584.0Kb)
      Date
      2015-01-16
      Author
      Heselwood, Edward
      Type
      Thesis
      Degree Level
      Masters
      Metadata
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      Abstract
      This qualitative case study explored the response of four practicing non-Aboriginal teachers related to preservice training and effectiveness. Each of the participants involved in this research project was an experienced teacher with a minimum of five years of teaching experience. This case study is framed within the conceptual context of cultural responsivity. The research questions were: What do four non-Aboriginal teachers with over five years experience working with Aboriginal students describe as qualities of effective teaching in this context? What are some of the major social justice issues that teachers need to address in order to be both successful and effective when working with Aboriginal students? Methods for data collection included semi-structured interviews during which the participants shared their stories. These conversations were audio taped and the audio tape recordings were transcribed. The transcriptions were analyzed to determine insights from the stories. Those teachers who are interested in learning about being an effective teacher of Aboriginal students will find the stories insightful. While the researcher and participants were non-Aboriginal the stories may be helpful for all teachers, regardless of their ethnic or cultural background, as they work with both Aboriginal and non-Aboriginal students. The implications of this study are that further research is needed in the areas of Teacher Education, Culturally Responsive Pedagogy, and Teacher Effectiveness.
      Degree
      Master of Education (M.Ed.)
      Department
      Curriculum Studies
      Program
      Curriculum Studies
      Supervisor
      Balzer, Geraldine
      Committee
      Brenna, Bev; Murphy, Shaun
      Copyright Date
      April 2015
      URI
      http://hdl.handle.net/10388/ETD-2015-04-1832
      Subject
      teacher effectiveness
      Aboriginal education
      relationship building
      cultural responsiveness
      teacher development
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