Abstract
Teacher preparation and induction have been the subject of much scholarly investigation in the mainstream, however, relatively little research has focused on Aboriginal epistemologies and new teacher experiences. From a bi-epistemic perspective, this research project attends precisely to this void in the scholarship. The project represents an innovative partnership between an Aboriginal research centre, an esteemed elder, university scholars, graduate students, and Aboriginal educators in Ontario. Furthermore, it calls attention to the successes of new Aboriginal teachers and the dedication they exemplify to advance Aboriginal epistemologies and student learning from culturally-sensitive perspectives.
Highlights
There is an extensive body of research on teacher induction
While it is true that teacher preparation, induction, and new teacher perceptions have been the subject of much scholarly investigation in the mainstream, relatively little research has focused on Aboriginal epistemologies and new teacher experiences
Of particular importance to this research, is the attention it brings to what has not been documented in the mainstream literature; namely, the successes of new Aboriginal teachers and their commitment to sustain Aboriginal epistemologies and student learning from culturally-sensitive paradigms
Summary
There is an extensive body of research on teacher induction. The mainstream literature accounts for the perils of insufficiently supporting new teachers in managing the wide array of responsibilities of their professional roles (Alliance of Excellence in Education, 2004; Danielson, 2002). The literature about new Aboriginal teachers’ experiences in the classroom, the challenges they encounter in the first years of teaching, and the impact of their teacher education programs on their practice is, virtually silent (Author).
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