國立虎尾科技大學 |

Indigenous Teacher Education Programs : = Supporting Indigenous Sovereignty Through Indigenous Education.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	Indigenous Teacher Education Programs :/
其他題名:	Supporting Indigenous Sovereignty Through Indigenous Education.
作者:	Hachkowski, Christopher Jacob.
面頁冊數:	1 online resource (279 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
Contained By:	Dissertations Abstracts International85-05A.
標題:	Teacher education. -
電子資源:	click for full text (PQDT)
ISBN:	9798380841504

Indigenous Teacher Education Programs : = Supporting Indigenous Sovereignty Through Indigenous Education.
Hachkowski, Christopher Jacob.

Indigenous Teacher Education Programs :Supporting Indigenous Sovereignty Through Indigenous Education. - 1 online resource (279 pages)

Source: Dissertations Abstracts International, Volume: 85-05, Section: A.

Thesis (Ph.D.)--University of Toronto (Canada), 2023.

Includes bibliographical references

Since the early 1970's, the Indigenous peoples of Canada have partnered with post-secondary institutions to develop and deliver Indigenous Teacher Education Programs [ITEP], specifically to train and provincially accredit Indigenous teachers to develop and support community-based educational systems and schools. Building from a community's knowledge, language, and traditional practices, Indigenous teachers are expected to deliver two distinct educational experiences; one that grounded in the community's cultural worldviews, relationships, and philosophies and the other that delivers non-Indigenous knowledge and skills. Since that time, numerous changes to Indigenous Teacher Education Programs programming have occurred in relation to their structures, delivery formats and content, in response to changing provincial accreditation standards for teacher education, changes to the universities' mainstream teacher education programs and the changing political and cultural dynamics of Indigenous communities. Although numerous Indigenous teachers have graduated from ITEPs, the rate of academic achievement at secondary and post-secondary levels of Indigenous peoples has not reached parity with Canada's non-Indigenous population, most notably amongst the on-reserve population of Indigenous peoples in Canada.This case study of one Indigenous Teacher Education Program in central Ontario asked Indigenous graduates, faculty, and community educational leadership to define and articulate an understanding of how Indigenous Teacher Education Programs are perceived in relation to community and grassroots definitions of Indigenous education and the development of Indigenous certified teachers. The findings from this case study demonstrate that individuals involved with Indigenous Teacher Education continue to view ITEPs as essential partners in the development of teachers who can develop and deliver an Indigenous-centered education that is grounded in Indigenous knowledge systems, and to facilitate and strengthen connections to Indigenous philosophies, community relationships, and personal understandings of Indigeneity, wellbeing, and success. ITEPs train Indigenous peoples to become teachers who can critically examine pedagogies, build supportive and caring relationships, and to develop educational leadership capabilities for the implementation, maintenance and strengthening of sovereign Indigenous education systems.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2024

Mode of access: World Wide Web

ISBN: 9798380841504Subjects--Topical Terms:

1148451
Teacher education.
Subjects--Index Terms:

Indigenous Teacher Education ProgramsIndex Terms--Genre/Form:

554714
Electronic books.

Indigenous Teacher Education Programs : = Supporting Indigenous Sovereignty Through Indigenous Education.
LDR:03815ntm a22003737 4500 001 1148190
005 20240916070024.5
006 m o d
007 cr bn ---uuuuu
008 250605s2023 xx obm 000 0 eng d
020 $a 9798380841504
035 $a (MiAaPQ)AAI30687283
035 $a AAI30687283
040 $a MiAaPQ $b eng $c MiAaPQ $d NTU
100 1 $a Hachkowski, Christopher Jacob. $3 1474112
245 1 0 $a Indigenous Teacher Education Programs : $b Supporting Indigenous Sovereignty Through Indigenous Education.
264 0 $c 2023
300 $a 1 online resource (279 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertations Abstracts International, Volume: 85-05, Section: A.
500 $a Advisor: McCready, Lance.
502 $a Thesis (Ph.D.)--University of Toronto (Canada), 2023.
504 $a Includes bibliographical references
520 $a Since the early 1970's, the Indigenous peoples of Canada have partnered with post-secondary institutions to develop and deliver Indigenous Teacher Education Programs [ITEP], specifically to train and provincially accredit Indigenous teachers to develop and support community-based educational systems and schools. Building from a community's knowledge, language, and traditional practices, Indigenous teachers are expected to deliver two distinct educational experiences; one that grounded in the community's cultural worldviews, relationships, and philosophies and the other that delivers non-Indigenous knowledge and skills. Since that time, numerous changes to Indigenous Teacher Education Programs programming have occurred in relation to their structures, delivery formats and content, in response to changing provincial accreditation standards for teacher education, changes to the universities' mainstream teacher education programs and the changing political and cultural dynamics of Indigenous communities. Although numerous Indigenous teachers have graduated from ITEPs, the rate of academic achievement at secondary and post-secondary levels of Indigenous peoples has not reached parity with Canada's non-Indigenous population, most notably amongst the on-reserve population of Indigenous peoples in Canada.This case study of one Indigenous Teacher Education Program in central Ontario asked Indigenous graduates, faculty, and community educational leadership to define and articulate an understanding of how Indigenous Teacher Education Programs are perceived in relation to community and grassroots definitions of Indigenous education and the development of Indigenous certified teachers. The findings from this case study demonstrate that individuals involved with Indigenous Teacher Education continue to view ITEPs as essential partners in the development of teachers who can develop and deliver an Indigenous-centered education that is grounded in Indigenous knowledge systems, and to facilitate and strengthen connections to Indigenous philosophies, community relationships, and personal understandings of Indigeneity, wellbeing, and success. ITEPs train Indigenous peoples to become teachers who can critically examine pedagogies, build supportive and caring relationships, and to develop educational leadership capabilities for the implementation, maintenance and strengthening of sovereign Indigenous education systems.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2024
538 $a Mode of access: World Wide Web
650 4 $a Teacher education. $3 1148451
650 4 $a Native studies. $3 1464791
650 4 $a Education policy. $3 1107727
653 $a Indigenous Teacher Education Programs
653 $a Indigenous teachers
653 $a Indigenous sovereignty
655 7 $a Electronic books. $2 local $3 554714
690 $a 0530
690 $a 0741
690 $a 0458
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a University of Toronto (Canada). $b Leadership, Higher and Adult Education. $3 1179920
773 0 $t Dissertations Abstracts International $g 85-05A.
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30687283 $z click for full text (PQDT)