Teaching Writing in the Aboriginal and Islander Teacher Education Program Applying a Process-Conference Approach

The Aboriginal and Islander Teacher Education Program (AITEP) is an affirmative action program offering entry to teacher education courses at James Cook University to Aboriginal and Islander students who do not meet direct entry requirements. The program operates with a ‘stretched’ first year. First year subjects in the regular teacher education courses are spread over three semesters instead of two, and students are required to undertake additional subjects - Study Skills and Oral Communications, Written Communications, and Introductory Mathematics during that 18 months. This paper began as a personal exploration into the way in which the teaching of writing within these additional subjects had developed and to provide a greater understanding of the process of teaching writing.

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Overseas: Native Studies at the University of Saskatchewan

The Aboriginal Child at School ◽

10.1017/s0310582200013420 ◽

1984 ◽

Vol 12 (4) ◽

pp. 59-60

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Education Program ◽

Department Of Education ◽

Native Studies ◽

Aboriginal Students ◽

Exchange Material ◽

The University ◽

Indian Students ◽

Education Courses

We recently received exchange material from The Saskatchewan Urban Native Teacher Education Program (SUNTEP) at Saskatoon, Canada. A brief description of the program might be of interest to those readers involved in adult and teacher education courses for Aboriginal students.SUNTEP is a four-year off campus Teacher Education Program offered through the Gabriel Dumont Institute of Native Studies and Applied Research in co-operation with the Department of Education and the University of Saskatchewan and Regina. It is an enriched program leading to a B.Ed, degree, designed specifically for Metis and Non-Status Indian students who might not otherwise attend university. The program has a number of unique aspects including -

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Developing Self- and Cultural-Awareness Through Introductory Education Courses

Innovative Practices in Teacher Preparation and Graduate-Level Teacher Education Programs - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-3068-8.ch005 ◽

2017 ◽

pp. 67-86

Author(s):

Heather Coffey ◽

Susan B. Harden ◽

Erik Jon Byker ◽

Amy J. Good ◽

Larry B. Fisher

Keyword(s):

Teacher Education ◽

Cultural Awareness ◽

Teacher Education Program ◽

First Year ◽

Clinical Experiences ◽

Case Study Method ◽

First Year Students ◽

Urban Classrooms ◽

Education Courses

Using case study method, this project examines the perceptions and practices related to development of self and cultural awareness among a cohort of 104 (n=104) first-year students, all aspiring to become future teachers. Over the course of one academic semester, first year students who planned to enter the teacher education program participated in readings, activities, assignments, field based observations, and discussions developed to facilitate self and cultural awareness. The findings from analyses of these artifacts indicate that pre-service teachers began to demonstrate deeper awareness of how personal opinions and biases influenced their interactions with others and the types of characteristics related to appreciating diversity (Akiba, 2011) in urban classrooms. This study has implications for engaging first year students in early field-based clinical experiences in order to develop self and cultural awareness in preparation for teaching.

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Early Career Teachers’ Evolving Content-Area Literacy Practices

in education ◽

10.37119/ojs2017.v23i2.340 ◽

2017 ◽

Vol 23 (2) ◽

pp. 71-86

Author(s):

Anne Murray-Orr ◽

Jennifer Mitton-Kukner

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Education Program ◽

Content Area Literacy ◽

Early Career ◽

Content Area ◽

First Year ◽

Early Career Teachers ◽

Content Areas ◽

Career Teachers

Becoming effective teachers is dependent upon a variety of factors intersecting with early career teachers’ beginning teaching experiences. This paper provides a glimpse into ways in which four early career secondary school teachers began to embed literacies into their teaching practices in content areas and how their approaches shifted between the final term of their teacher education program in 2013 and their first year of teaching in 2014. The authors explore three factors that may shape the practices of early career teachers, with disciplinary specialties in science, math, social studies, and other content areas, as they persist in infusing their teaching practice with literacy strategies over the first year of teaching, or alternatively discontinue using these strategies. These factors are coursework in a Literacy in the Content Areas course during their teacher education program, teaching context, and disciplinary specialty.Keywords: early-career teachers; secondary teachers; content-area literacy; disciplinary literacy; pedagogical content knowledge

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Making it Possible: The Evolution of Ratep — a Community-Based Teacher Education Program for Indigenous Peoples

The Australian Journal of Indigenous Education ◽

10.1017/s1326011100003847 ◽

2003 ◽

Vol 32 ◽

pp. 77-84 ◽

Cited By ~ 4

Author(s):

Frank A. York ◽

Lyn Henderson

Keyword(s):

Teacher Education ◽

Information And Communication Technologies ◽

Indigenous Peoples ◽

Education Program ◽

Teacher Education Program ◽

Indigenous Communities ◽

School Of Education ◽

Community Based ◽

James Cook ◽

Torres Strait

AbstractSince 1990, the School of Education at James Cook University has produced and delivered a successful offcampus Bachelor of Education for Aboriginal and Torres Strait Islander people in their home communities through the Remote Area Teacher Education Program (RATEP):A community-based teacher education program for Indigenous peoples. This paper examines five key areas. One is the intersystemic management structure that has majority representation from Indigenous communities and peak education bodies as well as representation from the other three stakeholders: Education Queensland, the School of Education at James Cook University and the Tropical North Queensland Institute of Technical and Further Education (TAFE). A second area is RATEP’s innovative use of information and communication technologies in teaching and learning. A third theme is its dynamic evolution from (a) two dedicated RATEP sites in the Torres Strait to 12 sites throughout Queensland; (b) geographically remote sites to a combination of remote, rural, and urban sites; (c) a principle where students gather at a dedicated site with its own teachercoordinator to clusters where a number of students are living in different locations and the coordinator travels between these; (d) movement of sites from location to location depending on need and demand; and (e) a fixed program to a highly flexible one that allows multiple entry and exit points, including honours. A fourth area is the critical insights generated from research into the program by Indigenous and non-Indigenous researchers. The final theme is the retention of graduates from RATEP within the classroom and their promotion into the administrative and advisory teaching sectors.

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Philosophy of education courses’ potential as main component in teacher-education program

Proceedings of ‏The 2nd World Conference on Research in Teaching and Education ◽

10.33422/2nd.worldte.2020.09.243 ◽

2020 ◽

Author(s):

Roni Reingold

Keyword(s):

Teacher Education ◽

Education Program ◽

Teacher Education Program ◽

Philosophy Of Education ◽

Main Component ◽

Education Courses

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Embracing Advocacy: How Visible Minority and Dominant Group Beginning Teachers Take Up Issues of Equity

Brock Education Journal ◽

10.26522/brocked.v20i2.170 ◽

2011 ◽

Vol 20 (2) ◽

Author(s):

Naomi Norquay ◽

Marian Robertson-Baghel

Keyword(s):

Teacher Education ◽

Beginning Teachers ◽

Education Program ◽

Teacher Education Program ◽

First Year ◽

Visible Minority ◽

Dominant Group ◽

Equity Issues ◽

New Knowledge ◽

Minority Participants

This paper is from a four-year research project that followed graduates of a teacher education program from teacher certification through their first three years of teaching. It focuses on participants' narratives about their advocacy efforts in both their pre-service practicum placements and their first year as probationary teachers. Our findings indicate that while dominant group white participants chose to advocate from a position of personal conviction (often based on new knowledge of equity issues), the visible minority participants were often summoned by others to advocate. The paper concludes with a discussion about how teacher education might better address advocacy issues, alongside the focus on equity issues.

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An Integrated Teacher Education Program for Special Education—a New Approach

Council review ◽

10.1177/001440296703300609 ◽

1967 ◽

Vol 33 (6) ◽

pp. 411-416 ◽

Cited By ~ 8

Author(s):

Louis Schwartz

Keyword(s):

Special Education ◽

Teacher Education ◽

Education Program ◽

Teacher Education Program ◽

Learning Difficulties ◽

Education Curriculum ◽

Exceptional Children ◽

New Approach ◽

Clinician Educator ◽

Education Courses

Preparation of the clinician educator, capable of providing diagnosis and remediation of the variety of learning difficulties presented by exceptional children, is proposed in an integrated teacher education curriculum for special education. The gap between accumulated knowledge regarding exceptionality and existing teacher education curricula is discussed, along with problems posed by shortages of personnel and increasing concern over the qualitative aspects of special education. Courses in the integrated sequence are described, and limitations noted.

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E-Portfolios and Learning Management Systems

Handbook of Research on Innovative Digital Practices to Engage Learners - Advances in Educational Technologies and Instructional Design ◽

10.4018/978-1-5225-9438-3.ch014 ◽

2019 ◽

pp. 274-291

Author(s):

Angelia Reid-Griffin

Keyword(s):

Higher Education ◽

Teacher Education ◽

Teacher Development ◽

Education Program ◽

Teacher Education Program ◽

Learning Management Systems ◽

Management Systems ◽

Teacher Education Candidates ◽

Learning Management ◽

Education Courses

The chapter explores the way technologies in higher education are providing teacher education candidates a new view of learning. An explanation of how e-portfolios are becoming more common tools for students to reflect on their practices and showcase course artifacts for future applications. The chapter highlights selected learning management systems (LMS), Blackboard and Canvas, and describes how their e-portfolio features aids the reflective practices of students in a teacher education program. Examples of e-portfolio artifacts are provided using these systems. Discussion on how they compare with other e-portfolio resources, Digication and Taskstream, is included to help guide programs to the best tool for their programs. By exploring how these e-portfolio technologies are currently being used in a teacher education course, this chapter provides insight to viewing teacher development for other teacher education courses and programs through more consistent and intentional use of e-portfolios.

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A Preliminary Report on the Establishment of the Remote Area Teacher Education Program (RATEP) at Aboriginal and Torres Strait Islander Sites in North Queensland

The Aboriginal Child at School ◽

10.1017/s0310582200007318 ◽

1991 ◽

Vol 19 (1) ◽

pp. 27-31 ◽

Cited By ~ 3

Author(s):

Neil McGarvie

Keyword(s):

Teacher Education ◽

Education Program ◽

Preliminary Report ◽

Torres Strait Islander ◽

Teacher Education Program ◽

Department Of Education ◽

James Cook ◽

Qualified Teachers ◽

Teacher Qualification ◽

Torres Strait

The Queensland Department of Education has instigated, planned and supported, over a significant period of time, various programs to enable Aboriginal and Islander entrants to become trained and qualified teachers. Such programs have included for example:● teacher training which did not lead to a formal teacher qualification, such as the Aboriginal/Islander course provided at the then North Brisbane {Kedron Park) CAE;● the Associate Diploma of Education at Cairns College of TAFE, which led to employment as an Aboriginal/Islander Community Teacher;● the programs with enclave support, (such as those at Mt Gravatt CAE, Kelvin Grove CAE, James Cook University Aboriginal and Islander Teacher Education Program, AITEP), leading to a Diploma of Teaching or further awards, with full teacher registration.

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