Title

Pedagogy matters: Positive steps towards indigenous cultural competency in a pre-service teacher cohort

Document Type

Journal Article

Publication Title

Australian Journal of Education

Publisher

Sage

School

Kurongkurl Katitjin / School of Arts and Humanities

RAS ID

44428

Comments

Macdonald, M. A., Gringart, E., Booth, S., & Somerville, R. (2022). Pedagogy matters: Positive steps towards indigenous cultural competency in a pre-service teacher cohort. Australian Journal of Education, 00049441221107974. Advance online publication. https://doi.org/10.1177/00049441221107974

Abstract

The present study aimed to empirically evaluate the knowledges, attitudes and perspectives of pre-service teachers towards Indigenous peoples, and to identify relationships between student learning experiences and student knowledges, attitudes and preparedness to work with Indigenous peoples, at one Australian university. The project was part of a broader mixed-methods study utilising an Indigenous Graduate Attribute evaluation instrument developed by Indigenous scholars at another Australian university, hence we also present construct validation of the instrument for the present sample. The project identified that students entered the units with positive attitudes towards Indigenous peoples and knowledges and found value in their learning. Students reported that the units facilitated authentic engagement with Indigenous standpoints even though some educators were non-Indigenous. Visible pedagogical and content decisions such as Indigenous leadership in the course, collaboration between Indigenous and non-Indigenous staff, professionally relevant learning opportunities, and engaging with Indigenous perspectives through assessment were all identified to be related to positive experiences of learning.

DOI

10.1177/00049441221107974

Access Rights

subscription content

Research Themes

Society and Culture

Priority Areas

Aboriginal and Torres Strait Islander society and culture

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