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Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis and Inuit Infusion in Mainstream Teacher Education

Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis and Inuit Infusion in Mainstream Teacher Education

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Title: Shifting Perspectives and Practices: Teacher Candidates’ Experiences of a First Nation, Métis and Inuit Infusion in Mainstream Teacher Education
Author: Blimkie, Melissa
Vetter, Diane
Haig-Brown, Celia
Abstract: This exploratory case study shares teacher candidates’ perspectives and experiences of an Aboriginal infusion at York University’s Faculty of Education field site in Barrie, Ontario. For this initiative, Aboriginal content and pedagogies were infused throughout placements and courses of the mainstream teacher education program. Teacher candidates shared that the Infusion prepared them to teach Aboriginal content in culturally respectful and meaningful ways by providing them with a foundation to build on and helping them to develop teaching practices inclusive of diverse ways of knowing and being in the world. These findings may be useful to other educators developing and implementing their own infusion initiatives.
Subject: Aboriginal infusion
mainstream teacher education
teacher candidate learning journeys
Type: Article
Rights: Attribution-NonCommercial-NoDerivs 2.5 Canada
https://journals.library.brocku.ca/brocked/index.php/home/article/view/384
https://journals.library.brocku.ca/brocked/index.php/home
http://creativecommons.org/licenses/by-nc-nd/2.5/ca/
URI: http://hdl.handle.net/10315/35749
https://doi.org/10.26522/brocked.v23i2.384
Published: Brock University, Faculty of Education
Citation: Brock Education: A Journal of Educational Research and Practice, 23(2) (2014): 47-66.
ISSN: 2371-7750
Date: 2014-10-09

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Attribution-NonCommercial-NoDerivs 2.5 Canada Except where otherwise noted, this item's license is described as Attribution-NonCommercial-NoDerivs 2.5 Canada