期刊名称：Canadian Journal for the Scholarship of Teaching and Learning
电子版ISSN：1918-2902
出版年度：2020
卷号：11
期号：3
页码：1-15
DOI：10.5206/cjsotl-rcacea.2020.3.8303
出版社：Society for Teaching and Learning in Higher Education
摘要：The history of Canada’s educational offerings for Indigenous students was based in colonial and assimilative practice. As such culturally responsive pre-service teacher education needs to respond not only by moving away from historical practice but with a moral and social imperative through programming that aids reconciliation. Current literature outlines the challenges that both Indigenous and mainstream teacher candidates have in developing efficacy towards transcultural skills development. In an effort to respond to both types of students, during the design and development of a 16-month community-based Bachelor of Education program, that was offered in parallel to a campus based program, a model of blended-education for cultural understanding was developed. Using the “elementary science methods” course as design case, this paper will outline the development of the blended model which paired campus- and community-based students. The challenges and successes of the design were determined through a thematic analysis of instructor observations of the pilot during the 2014-15 academic year. Four key themes emerged as important in fostering transcultural understandings within blended learning practice: student efficacy, relationship building, recognition of cultural bias, and legitimizing traditional ecological knowledge. Each of these will be discussed in the context of the course as well as transformative post-secondary educational experiences.
其他关键词：Indigenizing post-secondary, teacher education, two-eyed seeing, blended learning, transcultural learning;Indigénisation post-secondaire, formation des professeurs et des professeures, vision à deux yeux, apprentissage hybride, apprentissage transculturel
