scholarly journals Sharing Lived Experiences and Indigenous Epistemologies in the Townsville Aboriginal and Islander Teacher Education Program

2016 ◽  
Vol 14 (1) ◽  
Author(s):  
Lyn Nichols
Keyword(s):  
Teacher Education ◽  
Education Program ◽  
Lived Experiences ◽  
Teacher Education Program ◽  
Phenomenological Research ◽  
Indigenous Epistemologies

The research described in this paper explores the experiences of both students and teachers in the Aboriginal and Islander Teacher Education Program (AITEP) that operated during the late 1970s to early 1990s in Townsville, Australia. Using a phenomenological research this study explores the perceptions of the program and its influence based upon the experiences of those who participated in it, both Indigenous and non-Indigenous and to identify what they believe were elements that supported them to success. Preliminary findings from the study are presented. Implications of these experiences to current considerations in pre-service Indigenous teacher education are also presented.

scholarly journals Accommodations in Teacher Education: Perspectives of Teacher Candidates with Learning Disabilities and their Faculty Advisors

2012 ◽  
Vol 22 (2) ◽  
Author(s):  
Karen Csoli ◽  
Tiffany L Gallagher
Keyword(s):  
Teacher Education ◽  
Learning Disabilities ◽  
Education Program ◽  
Teacher Candidates ◽  
Lived Experiences ◽  
Teacher Education Program ◽  
Content Area ◽  
Teaching Mathematics ◽  
Faculty Advisors ◽  
Required Courses

This study of teacher candidates with learning disabilities profiles their experi-ence in a teacher education program. Two teacher candidates and their faculty advisors offer perspectives at various points during the teacher education pro-gram. Findings indicate that the teacher candidates were able to complete their required courses when their professors facilitated appropriate accommodations for them. In their elementary classroom practica, the participants thrived when teaching in their trained discipline or content area, but often needed scaffolding from teacher associates when teaching mathematics and reading. Prior to dis-closing their disability to their teacher associates, the teacher candidates attempted to gauge their mentors’ tolerance of learning disabilities. Based on their lived experiences, the participants held distinct beliefs about integration and reducing the stigma of learning disabilities. Discussion on the implications for teacher education and support of teacher candidates with learning disabilities is offered.

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