Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies
This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the Univers...
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| Format: | Article |
| Language: | English |
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Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland
2016-11-01
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| Series: | The Australian Journal of Indigenous Education |
| Subjects: | |
| Online Access: | https://ajie.atsis.uq.edu.au/ajie/article/view/179 |
| _version_ | 1828073195428642816 |
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| author | Katrina Thorpe Cathie Burgess |
| author_facet | Katrina Thorpe Cathie Burgess |
| author_sort | Katrina Thorpe |
| collection | DOAJ |
| description |
This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) ‘cultural interface’ to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers’ dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.
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| first_indexed | 2024-04-11T01:24:09Z |
| format | Article |
| id | doaj.art-bc3d521799db45dda03cac2c52e41afe |
| institution | Directory Open Access Journal |
| issn | 2049-7784 |
| language | English |
| last_indexed | 2024-04-11T01:24:09Z |
| publishDate | 2016-11-01 |
| publisher | Aboriginal and Torres Strait Islander Studies Unit, The University of Queensland |
| record_format | Article |
| series | The Australian Journal of Indigenous Education |
| spelling | doaj.art-bc3d521799db45dda03cac2c52e41afe2023-01-03T10:48:23ZengAboriginal and Torres Strait Islander Studies Unit, The University of QueenslandThe Australian Journal of Indigenous Education2049-77842016-11-0145210.1017/jie.2016.20Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous StudiesKatrina Thorpe0Cathie Burgess1The University of SydneyThe University of Sydney This paper explores and challenges our assumptions as lecturers about preservice teachers’ knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011–2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) ‘cultural interface’ to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers’ dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context. https://ajie.atsis.uq.edu.au/ajie/article/view/179Indigenous studiesIndigenous educationpreservice teachersscholarship of teaching and learning |
| spellingShingle | Katrina Thorpe Cathie Burgess Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies The Australian Journal of Indigenous Education Indigenous studies Indigenous education preservice teachers scholarship of teaching and learning |
| title | Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies |
| title_full | Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies |
| title_fullStr | Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies |
| title_full_unstemmed | Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies |
| title_short | Challenging Lecturer Assumptions About Preservice Teacher Learning in Mandatory Indigenous Studies |
| title_sort | challenging lecturer assumptions about preservice teacher learning in mandatory indigenous studies |
| topic | Indigenous studies Indigenous education preservice teachers scholarship of teaching and learning |
| url | https://ajie.atsis.uq.edu.au/ajie/article/view/179 |
| work_keys_str_mv | AT katrinathorpe challenginglecturerassumptionsaboutpreserviceteacherlearninginmandatoryindigenousstudies AT cathieburgess challenginglecturerassumptionsaboutpreserviceteacherlearninginmandatoryindigenousstudies |