Abstract
In this study, First Nation community members in Canada’s Yukon Territory share their stories about teaching and learning, both in informal and formal settings, in an effort to identify practices that might serve teachers to be more responsive to their First Nation students. In all, 52 community members between the ages of 15 and 82 shared their stories and assisted in identifying eight categories of practice and thought associated with effective teaching practices for this First Nation. Based upon these categories of thought and practice, we present a pedagogical framework for teachers and, finally, illustrate how this profile and the stories about teaching and learning are being used for adjusting and improving teaching practice in this First Nation.
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
