Fostering Indigenous intercultural ability during and beyond initial teacher education
- Publisher:
- Routledge
- Publication Type:
- Chapter
- Citation:
- Intercultural Competence in the Work of Teachers Confronting Ideologies and Practices, 2020, pp. 237-254
- Issue Date:
- 2020-03-31
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| Filename | Description | Size | |||
|---|---|---|---|---|---|
| 10.4324_9780429401022-18.pdf | Published version | 149.42 kB |
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In an increasingly globalised world, the incorporation of intercultural competence within university institutional goals has become ever more important in preparing ‘global ready’ graduates. Intercultural competence of graduate teachers has been found to increase self-efficacy, develop global mindedness and improve educational outcomes. Intercultural competence is seen as critical to achieving the dual aims of increasing the Indigenous teacher workforce and developing all teachers’ ability to work with Indigenous Australians. While the Indigenous focus areas undoubtedly provide direction for initial teacher education curriculum there is an emphasis on professional knowledge, at the graduate level, with little guidance for professional practice in the classroom or engagement with families and community – both areas covered in the two remaining domains. Schools of education, in broadening the focus of intercultural education would be well served by examining their own practices in relation to Indigenous staff and student engagement.
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