Year: 2024
Author: Lynette Riley, Christine Evans, Mirritya Ebsworth, Susan Poetsch, Lorraine Towers
Type of paper: Individual Paper
Abstract:
Increasing the number of Indigenous teachers is vital to building a culturally responsive teaching workforce (Australian Institute for Teaching and School Leadership 2022). Yet Indigenous teachers, including those who have moved into a wide variety and levels of leadership positions, remain proportionally under-represented in the workforce.
This presentation will report on the findings of a small-scale pilot project which focuses on alumni of the two block mode degrees that have been offered at the University of Sydney: The Bachelor of Education (Secondary: Aboriginal) and the Master of Indigenous Languages Education (MILE). It investigated effective elements of the degree programs they completed, their employment pathways and changemaking practices.
The findings, informed by interview data collected from eight graduates, reveal the value and importance of the block mode to maximising the participation, outcomes, and impact of Indigenous students in teacher education. The findings also indicate the positive difference the graduates are making to education – for Indigenous students, families, and communities; for non-Indigenous students and school staff; and for curriculum innovation.
This grounded research contributes to evidenced based better understanding of teacher training and supply that maximises educational enrichment and underpins equitable outcomes for Aboriginal and Torres Strait Islander peoples.
This presentation will report on the findings of a small-scale pilot project which focuses on alumni of the two block mode degrees that have been offered at the University of Sydney: The Bachelor of Education (Secondary: Aboriginal) and the Master of Indigenous Languages Education (MILE). It investigated effective elements of the degree programs they completed, their employment pathways and changemaking practices.
The findings, informed by interview data collected from eight graduates, reveal the value and importance of the block mode to maximising the participation, outcomes, and impact of Indigenous students in teacher education. The findings also indicate the positive difference the graduates are making to education – for Indigenous students, families, and communities; for non-Indigenous students and school staff; and for curriculum innovation.
This grounded research contributes to evidenced based better understanding of teacher training and supply that maximises educational enrichment and underpins equitable outcomes for Aboriginal and Torres Strait Islander peoples.