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Language, Relationships and Pedagogical Practices: Pre-Service Teachers in an Indigenous Australian Context

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Title: Language, Relationships and Pedagogical Practices: Pre-Service Teachers in an Indigenous Australian Context
Language: English
Authors: Bennet, Maria, Moriarty, Beverley
Source: International Journal of Pedagogies and Learning. 2015 10(1):1-12.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 12
Publication Date: 2015
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Elementary Education
Descriptors: Preservice Teachers, Indigenous Populations, School Community Relationship, Teaching Methods, Questionnaires, Observation, Teacher Education, Longitudinal Studies, Cultural Awareness, Elementary School Students, Elementary School Teachers, Reading Instruction, Housing, Teacher Student Relationship, Language Role, Trust (Psychology), Foreign Countries, Semi Structured Interviews, Inclusion, Learning Experience
Geographic Terms: Australia
DOI: 10.1080/22040552.2015.1084672
ISSN: 1833-4105
Abstract: This article focuses on the initial stage of a longitudinal study whose eventual aim is to produce educators with the capacity, knowledge and cultural competence to engage effectively with Indigenous students in cross-cultural environments. The initial stage of the study involved 24 second-year pre-service teachers working individually with students from Kindergarten to Year 6 with their reading twice weekly for 8 weeks in an Indigenous Australian housing estate. The Elder and two community members were the gatekeepers who negotiated with and between the community and the university and supported the pre-service teachers. The analysis of data from semi-structured questionnaires completed by the pre-service teachers and the two community members, informal interviews with the gatekeepers and informal, on-site observations indicated that how language was used was critical to relationship-building between the pre-service teachers and the students, gatekeepers and parents and to pre-service teachers' development of culturally appropriate pedagogical practices. The findings have implications for teacher education because they highlight the importance of providing pre-service teachers with meaningful experiences in community, with particular emphasis on the critical role of language for building relationships, establishing trust and respect and learning. These factors must be in place before effective, cross-cultural engagement can begin.
Abstractor: As Provided
Number of References: 20
Entry Date: 2017
Accession Number: EJ1131605
Database: ERIC
FullText Links:
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  Data: Language, Relationships and Pedagogical Practices: Pre-Service Teachers in an Indigenous Australian Context
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  Data: <searchLink fieldCode="AR" term="%22Bennet%2C+Maria%22">Bennet, Maria</searchLink><br /><searchLink fieldCode="AR" term="%22Moriarty%2C+Beverley%22">Moriarty, Beverley</searchLink>
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink>
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  Data: 10.1080/22040552.2015.1084672
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  Data: This article focuses on the initial stage of a longitudinal study whose eventual aim is to produce educators with the capacity, knowledge and cultural competence to engage effectively with Indigenous students in cross-cultural environments. The initial stage of the study involved 24 second-year pre-service teachers working individually with students from Kindergarten to Year 6 with their reading twice weekly for 8 weeks in an Indigenous Australian housing estate. The Elder and two community members were the gatekeepers who negotiated with and between the community and the university and supported the pre-service teachers. The analysis of data from semi-structured questionnaires completed by the pre-service teachers and the two community members, informal interviews with the gatekeepers and informal, on-site observations indicated that how language was used was critical to relationship-building between the pre-service teachers and the students, gatekeepers and parents and to pre-service teachers' development of culturally appropriate pedagogical practices. The findings have implications for teacher education because they highlight the importance of providing pre-service teachers with meaningful experiences in community, with particular emphasis on the critical role of language for building relationships, establishing trust and respect and learning. These factors must be in place before effective, cross-cultural engagement can begin.
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  Data: 2017
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RecordInfo BibRecord:
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        Value: 10.1080/22040552.2015.1084672
    Languages:
      – Text: English
    PhysicalDescription:
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    Subjects:
      – SubjectFull: Preservice Teachers
        Type: general
      – SubjectFull: Indigenous Populations
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      – SubjectFull: School Community Relationship
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      – SubjectFull: Teaching Methods
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      – SubjectFull: Questionnaires
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      – SubjectFull: Observation
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      – SubjectFull: Longitudinal Studies
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      – SubjectFull: Cultural Awareness
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Elementary School Teachers
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      – SubjectFull: Reading Instruction
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      – SubjectFull: Housing
        Type: general
      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Language Role
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      – SubjectFull: Trust (Psychology)
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Australia
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      – TitleFull: Language, Relationships and Pedagogical Practices: Pre-Service Teachers in an Indigenous Australian Context
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