Challenging lecturer assumptions about preservice teacher learning in mandatory indigenous studies

Thorpe, K; Burgess, C

Challenging lecturer assumptions about preservice teacher learning in mandatory indigenous studies

Thorpe, K

Burgess, C

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Publication Type:: Journal Article
Citation:: Australian Journal of Indigenous Education, 2016, 45, (2), pp. 119-128
Issue Date:: 2016-12-01

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Field	Value	Language
dc.contributor.author	Thorpe, K https://orcid.org/0000-0003-4196-5696
dc.contributor.author	Burgess, C
dc.date.accessioned	2022-07-29T22:54:34Z
dc.date.available	2022-07-29T22:54:34Z
dc.date.issued	2016-12-01
dc.identifier.citation	Australian Journal of Indigenous Education, 2016, 45, (2), pp. 119-128
dc.identifier.issn	1326-0111
dc.identifier.issn	2049-7784
dc.identifier.uri	http://hdl.handle.net/10453/159389
dc.description.abstract	This paper explores and challenges our assumptions as lecturers about preservice teachers' knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011-2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) 'cultural interface' to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers' dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.
dc.language	en
dc.relation.ispartof	Australian Journal of Indigenous Education
dc.relation.isbasedon	10.1017/jie.2016.20
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education, 1608 Sociology
dc.title	Challenging lecturer assumptions about preservice teacher learning in mandatory indigenous studies
dc.type	Journal Article
utslib.citation.volume	45
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1608 Sociology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Arts and Social Sciences
utslib.copyright.status	closed_access	*
dc.date.updated	2022-07-29T22:54:33Z
pubs.issue	2
pubs.publication-status	Published
pubs.volume	45
utslib.citation.issue	2

Abstract:

This paper explores and challenges our assumptions as lecturers about preservice teachers' knowledge and beliefs entering a mandatory Indigenous Studies subject. A total of 38 focus groups were conducted over two years (2011-2012) with preservice teachers enrolled in teaching degrees at the University of Sydney. Findings were analysed to identify and critically reflect on our assumptions about preservice teachers' prior understanding of the content and approaches to learning. To challenge our assumptions, this paper applies Brookfield's (1995) student and autobiographical lenses to engage in critical reflection and Nakata's (2002, 2007) 'cultural interface' to better understand the complexities, tensions and transformations that occur for learners in the Indigenous Studies classroom. Findings illuminated that assumptions about the level of resistance and indifference to course content were often overstated and rather, many preservice teachers were more likely to be insecure and reticent to express their ideas in this complex and potentially uncomfortable learning environment. Implications from the study highlight the need for ongoing critical reflection of lecturer assumptions about preservice teachers' dispositions and how they engage with the subject to better understand the diversity of their knowledge and experiences and what this means for teaching and learning in this context.

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http://hdl.handle.net/10453/159389