期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2021
卷号：30
期号：1
页码：117
DOI：10.26522/brocked.v30i1.798
出版社：Brock University
摘要：This mixed methods study examined non-Indigenous teacher candidates’ disposition towards a mandatory Aboriginal Education course in teacher education from teacher candidates’ and course instructors’ perspectives. Results from a pre- and post Likert Scale survey of two sections of an Aboriginal Education course at a small Canadian University indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in, and positive attitude towards, the course. Results from course instructors provided additional and, at times, contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources.
关键词：Indigenous education; teacher education; mixed methods research
