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dc.contributor.advisorCarr-Stewart, Sheilaen_US
dc.contributor.advisorKovach, Margareten_US
dc.creatorLegare, Louise Marieen_US
dc.date.accessioned2011-07-20T11:28:36Zen_US
dc.date.accessioned2013-01-04T04:46:05Z
dc.date.available2012-07-22T08:00:00Zen_US
dc.date.available2013-01-04T04:46:05Z
dc.date.created2011-06en_US
dc.date.issued2011-06en_US
dc.date.submittedJune 2011en_US
dc.identifier.urihttp://hdl.handle.net/10388/etd-07202011-112836en_US
dc.description.abstractTraditional Indigenous societies had intact ways of teaching, learning, and education. After contact with non-Indigenous peoples, educational orientations and practices which respect and reflect Aboriginal context, community, and culture were influenced and changed. In the present context, Métis and First Nations peoples in Canada have been in the process of reclaiming educational authority of their children and youth. One way that this educational authority has more recently been realized is through the establishment of Aboriginal Teacher Education Programs (ATEPs) where Aboriginal individuals are being prepared to be teachers for the teaching profession. Aboriginal TEPs are distinct entities within university teacher preparation programs. Aboriginal TEPs are unique in approach and functioning and reflect the ideological orientations and practices of the Aboriginal communities in which they are situated. This study explored the understandings of both Aboriginal and non-Aboriginal staff and faculty in relation to wellness and support within the Saskatchewan Urban Native Teacher Education Program (SUNTEP), in Prince Albert, Saskatchewan, Canada. This is a case study of one site. The findings provide a meaningful conception of the functions of wellness and support at the research site and were described from the participants primarily as relationships with self, family, and community.en_US
dc.language.isoen_USen_US
dc.subjectTeacher educationen_US
dc.subjectAdult and higher educationen_US
dc.titleConversations about wellness and support in an aboriginal teacher education programen_US
thesis.degree.departmentCollege of Educationen_US
thesis.degree.disciplineCollege of Educationen_US
thesis.degree.grantorUniversity of Saskatchewanen_US
thesis.degree.levelDoctoralen_US
thesis.degree.nameDoctor of Philosophy (Ph.D.)en_US
dc.type.materialtexten_US
dc.type.genreThesisen_US
dc.contributor.committeeMemberRenihan, Patricken_US
dc.contributor.committeeMemberWilson, Alexandraen_US
dc.contributor.committeeMemberStelmach, Bonnieen_US
dc.contributor.committeeMemberGaywish, Raineyen_US


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