Two way learning: preservice teachers and supervising teachers
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In 2014-2015, a team of Elders, Aboriginal and non- Indigenous academic staff have worked together to conduct a professional development program that would challenge supervising teachers’ views of Aboriginal and Torres Strait Islander learners. Presentation by Deborah Heck and Daniel Neil, University of Southern Queensland 1 October 2015, Adelaide www.matsiti.edu.au/events/ourmobteach
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Two way learning: preservice teachers and supervising teachers
- 1. / ourmobteach Two way learning: preservice teachers and supervising teachers Deborah Heck and Daniel Neill #OurMobTeach 2015
- 2. What the project did Develop sustainable partnerships between the University of the Sunshine Coast and Schools to facilitate student professional experience placements. Achieved through mentor teacher participation in a Professional development program.
- 3. Professional Development • Welcome by Elders • Language and how we use it • Identity • Culture and community • Stereotypes • Embedding perspectives • Resources • Reflections on supporting role as a mentor Developing a culture of learning through Aboriginal and Torres Strait Islander knowledges
- 4. Placement form option All students are invited to apply when they complete their placement form for the Aboriginal and Torres Strait Islander Program. Student are matched with mentor teachers and have access to an online community
- 5. Teacher contributions Contribution of Aboriginal and Torres Strait Islander Teachers to school communities: • History of our land • Cultural knowledge and resources • Leaders, role models and carers
- 6. Contributions of PST Contribution of Aboriginal and Torres Strait Islander PST to school communities: Sharing of oral history Pedagogical style Leaders and role models PST contribution seemed more valued that teachers
- 7. Teachers identify challenges of being PST Recognition School policies Cultural history
- 8. PST support sources Aboriginal and Torres Strait Islander PST Education academic staff Elders and Aboriginal and Torres Strait Islander Community members Aboriginal and Torres Strait Islander Teacher mentors
- 9. Learning about this has been helpful because “Helping to teach children Aboriginal and Torres Strait Islander education with respect and correctly. Having a mentor helps teachers to ask questions and be guided. I did not take part in Aboriginal and Torres Strait Islander education when I studied for my degree and I know of other universities have this subject in their education degree. Elders are so important to the community and their place and knowledge of the community helps teachers and community members to learn more and receive a first hand account of how history has changed and what we as teachers and the next generation can help to educate others.”
- 10. Implications for mentor teaching practice Validates current practice Maintaining high expectations Code switching and providing time Exploring diversity Need for professional development Need to share practice with colleagues
- 11. Implications as a mentor Value PST and what they bring as a resource but don’t wear students out Incorporate Indigenous pedagogy Provide time for code switching School based register of teachers to support Indigenous PST Engage all PST in professional development of practicum
- 12. Implications as a mentor Take time to develop a relationship with the preservice teacher make them feel welcome to the school Ask students where they are going so you can facilitate their journey don’t assume what they want to do Talk with students about what teaching is like Be inclusive of a sense of family, responsibilities and obligations Talk about the expectations students have of their mentor teacher and develop a shared understanding
- 13. Challenges for mentor teachers Getting teachers to attend and engage in professional development such as time Time required to develop knowledge Lack of awareness of the importance Funding for ongoing professional development that also highlights the importance of working with Aboriginal and Torres Strait Islander teachers and preservice teachers
- 14. Challenges for Students Identifying on professional experience can create some challenges Some students have a lack of connection to their community and might feel they should not participate Students are frightened of being pigeon holes. Not all students have the knowledge and can share
- 15. What will continue after the project PST option on the placement form will be maintained as an ongoing practice within the School of Education The online community will be maintained to facilitate the development of a community of students, academic staff and possibly Elders Matching preservice teaches with mentors who have undertaken the professional development program
- 16. Lessons for others Recognise how challenging professional experience can be for Aboriginal and Torres Strait Islander students Explore ways to provide professional development for non- Indigenous teachers in an ongoing way
- 17. / ourmobteach what works? so what? what’s next?
Editor's Notes
- This paper explores supervising teachers developing viewpoints about how they can support Aboriginal and Torres Strait Islander students during professional experience. A network of schools and supervising teachers agreed to engage in two half-day professional development workshops to support them in their work with Aboriginal and Torres Strait Islander preservice teacher during their placement. Teachers and administrators who participated in this professional development program were invited to participate in a survey. The survey provided opportunities for reflection on their views about how Aboriginal and Torres Strait Islander teachers contribute to schools and communities and how they as supervising teachers can support students during professional experience. The presentation will report the findings of the thematic analysis of the survey outcomes and identify shifts in supervising teacher viewpoints throughout the project.
- A one day program was delivered across two sessions with participating teacher mentors from schools and early learning centres. USC has received funding from the More Aboriginal and Torres Strait Islander Teacher Education Initiative to develop partnerships with schools and early childhood sites across the region. We are seeking to develop a network of school and early childhood sites where teachers and administrators have participated in professional development so that they can most provide supporting to Aboriginal and Torres Strait Islander preservice teachers during their professional experience placement. This two way partnership will build capacity at the university and in schools or early childhood contexts to support Aboriginal and Torres Strait Islander preservice teachers during their placement. Teachers, administrators and university academic staff will participate in two half day professional development opportunities that will explore how to develop a culture of learning through Aboriginal and Torres Strait Islander knowledges. Each school is invited to nominate three staff preferably two mentor teachers and one member of the administration team/school coordinator. A number of early childhood sites have been invited to have one staff member participate to ensure we have a range of early learning sites as part of the partnership network. The program occurred across two days and teachers and administrators explored: Welcome by Elders Language and how we use it Identity Culture and community Stereotypes Embedding perspectives Resources Reflections on supporting role as a mentor Teachers and administrators shared their views at the end of the workshop about the implications for practice and also completed an anonymous online survey.
- Validates present practices Diverse approaches are required for diverse learners High expectations Share with other educators at staff meetings links Promote positive aspects: positive photos and celebrating Mindful of the children’s contributions: stories of their family/people family to write stories/photos Encourage professional development High expectations time management for preservice teachers and school students Code switching awareness and providing assistance support. Providing thinking time. Explore diversity Professional development embedding for preservice teachers (school led) and for teachers (uni led) Share information by email, staff meetings and conversations
- Utilize the student (Aboriginal or Torres Strait Islander) as a resource to assist me in my role as kindergarten teacher Incorporate their pedagogy/culture style to assist the preservice teachers learning Adapting own style/language/teaching to suit the ‘level’ of preservice teaching e.g. Cert 3 TAFE or Diploma TAFE or Uni student and young or mature age Share our new learning/knowledge Student encouraged to share their story – family, culture. If they wish to acknowledge being Aboriginal and or Torres Strait Islander Code-switching – early childhood studies university have never attended Notify preservice teachers about Aboriginal and Torres Strait Islander staff in the school – of course feeling are safe and come with permission Code switching awareness and providing assistance support. Providing thinking time. Value Preservice teachers and what they bring not always used as a resource High expectations time management for preservice teachers and school students Connection to country Formalise a school register process – see if they want to be on a register to support Aboriginal and Torres Strait Islander Preservice teachers Identify – info passed to teachers/ teachers notified vice versa preservice teachers Professional development embedding for preservice teachers (school led) and for teachers (uni led)
- Utilize the student (Aboriginal or Torres Strait Islander) as a resource to assist me in my role as kindergarten teacher Incorporate their pedagogy/culture style to assist the preservice teachers learning Adapting own style/language/teaching to suit the ‘level’ of preservice teaching e.g. Cert 3 TAFE or Diploma TAFE or Uni student and young or mature age Share our new learning/knowledge Student encouraged to share their story – family, culture. If they wish to acknowledge being Aboriginal and or Torres Strait Islander Code-switching – early childhood studies university have never attended Notify preservice teachers about Aboriginal and Torres Strait Islander staff in the school – of course feeling are safe and come with permission Code switching awareness and providing assistance support. Providing thinking time. Value Preservice teachers and what they bring not always used as a resource High expectations time management for preservice teachers and school students Connection to country Formalise a school register process – see if they want to be on a register to support Aboriginal and Torres Strait Islander Preservice teachers Identify – info passed to teachers/ teachers notified vice versa preservice teachers Professional development embedding for preservice teachers (school led) and for teachers (uni led)