期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2010
卷号：18
期号：1
页码：79-89
DOI：10.26522/brocked.v18i1.113
出版社：Brock University
摘要：Teacher preparation and induction have been the subject of much scholarly investigation in the mainstream, however, relatively little research has focused on Aboriginal epistemologies and new teacher experiences. From a bi-epistemic perspective, this research project attends precisely to this void in the scholarship. The project represents an innovative partnership between an Aboriginal research centre, an esteemed elder, university scholars, graduate students, and Aboriginal educators in Ontario. Furthermore, it calls attention to the successes of new Aboriginal teachers and the dedication they exemplify to advance Aboriginal epistemologies and student learning from culturally-sensitive perspectives.
