期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2014
卷号：23
期号：2
页码：47-66
DOI：10.26522/brocked.v23i2.384
出版社：Brock University
摘要：This exploratory case study shares teacher candidates’ perspectives and experiences of the First Nation, Métis, and Inuit Infusion at ABC University’s Faculty of Education field site in XYZ, 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.
