AbstractThis research seeks to contribute to a more equitable higher education experience in Australia through developing understandings about quality in Indigenous teacher education. This investigation is based on the learning journeys shared by three graduate teachers from Batchelor Institute of Indigenous Tertiary Education in the Northern Territory of Australia.
The teacher education programs in which the graduates studied have been closely examined in terms of curriculum, as well as enrolments and progressions. The descriptive analysis of this information has told one story about teacher education at Batchelor Institute. This story is one of a strong curriculum, a changing cohort, and significant attrition rates.
The stories told by the three graduates give detailed reflections on their learning journeys. Their stories are a reflection on a positive learning experience that strengthened their identities as Aboriginal and Torres Strait Islander people and gave them a rich professional qualification. Their stories were told through video, and a collaborative approach to research using video was developed through their work.
To be able to understand these stories of teacher education at Batchelor Institute, the literature was critically reviewed with regard to equity and quality in Indigenous teacher education. This review was undertaken through the use of critical hermeneutics.
Through the analysis of the differing stories about teacher education, and with regard to the literature, this study has found that quality in Indigenous teacher education is found in a program that explicitly includes the aim of self-determination, has Indigenous knowledges embedded in the curriculum, and uses relationship-based learning within its delivery.
|Date of Award||Jul 2010|
|Supervisor||Ian Falk (Supervisor)|