Articulating Aboriginal and Torres Strait Islander knowledges in HPE curriculum & pedagogy: Indigenous students & their supervisors share their practicum experiences.

This paper will present initial findings from a project that is exploring opportunities for Indigenous pre-service teachers to develop expertise in embedding Indigenous Knowledge and perspectives in curriculum during their practice teaching. The particular focus of the paper is on Health and Physical Education, drawn from individual interview and focus group data with Indigenous pre-service teachers and their supervisors in primary and secondary education from one Queensland university. They share their experiences of their preparation for teaching, specifically in relation to embedding Aboriginal and Torres Strait Islander knowledges and perspectives into HPE curricula.

We argue that drawing upon Indigenous pre-service teacher and supervisor experiences will change the discourse on how Aboriginal and Torres Strait Islander knowledges and perspectives are specifically addressed in pre-service teacher education, and thus exemplified in professional work, particularly E-portfolios. This in turn will allow Indigenous pre-service teachers, primary and secondary school teachers of HPE to gain and maintain registration as teachers and to demonstrate leadership in their field through the creation of future tangible products such as units of work, resources, assessment and reflection tools through their practice.