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Teacher education in a remote community: Learning on the job

Giles, Wendy (2010). Teacher education in a remote community: Learning on the job. Asia-Pacific Journal of Cooperative Education,11(3):57.

Document type: Journal Article
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IRMA ID 81704288xPUB364
Title Teacher education in a remote community: Learning on the job
Author Giles, Wendy
Journal Name Asia-Pacific Journal of Cooperative Education
Publication Date 2010
Volume Number 11
Issue Number 3
ISSN 1175-2882   (check CDU catalogue  open catalogue search in new window)
Start Page 57
Total Pages 11
Place of Publication New Zealand
Publisher Asia - Pacific Journal of Cooperative Education
HERDC Category C1 - Journal Article (DIISR)
Abstract As part of the Commonwealth-funded project, Growing Our Own, Charles Darwin University, in partnership with the Darwin Catholic Education Office, is delivering a preservice education degree program to remote indigenous communities. This paper employs a case study approach to investigate how the program is operating in one of the communities, using examples from the Wadeye local context. In remote community schools, there is a high turnover of staff each year. In addition, there are very few indigenous teachers, although nearly every classroom has an indigenous Teacher Assistant, particularly in the bilingual schools. There are other connected issues, such as school attendance statistics and providing role models for young people.
In order to build a more sustainable staff and increase the number of indigenous teachers from within the local community, lecturers from Charles Darwin University travel to five remote communities each week of the school year to deliver preservice teacher education to small groups of teacher assistants. Because they already work in classrooms every day, their ability to take a whole day for their university studies is only possible because of cooperation from their mentor teacher and the school. The program is designed to link closely with the daily work the teacher assistants are already doing in their classrooms. The learning tasks and assessment items are planned to complement and enrich their practice in the local environment, and to reposition them from being seen as teacher assistants to teachers. In this truly work-integrated learning model, the students’ daily work is essential to their studies.
Keywords Australia
indigenous
remote
teacher education
Description for Link Link to published version
URL http://www.apjce.org/files/APJCE_11_3_57_65.pdf


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