Résumés
Abstract
The education of Indigenous students in Ontario’s publicly-funded schools remains concerning. Given the socio-historical marginalization of Indigenous student epistemologies in public education it is necessary for teachers to account for Indigenous students’ learning needs, and to examine their own assumptions as teachers. Among those positioned to speak of Indigenous students’ experiences in public schools are prospective teachers who complete teaching-practicums in different of schools. This mixed-methods study focuses on the expectations of over 200 prospective teachers prior to any practicum-related experiences in the classroom. It investigates prospective teachers’ perceptions of the extent to which their professional teacher education program will prepare them to address competently Indigenous students’ learning needs and to examine their assumptions as teachers of bicultural students.
Keywords:
- Indigenous students,
- prospective teachers,
- critical literacy,
- teacher education
Résumé
L’éducation des élèves autochtones dans les écoles publiques de l’Ontario demeure préoccupante. Compte tenu de la marginalisation sociohistorique des épistémologies des étudiants autochtones dans l’éducation publique, il est nécessaire que les enseignants répondent aux besoins d’apprentissage des étudiants autochtones tout en examinant de manière critique leurs propres attentes en tant qu’enseignants. Les futurs enseignants doivent également être conscients des expériences des élèves autochtones dans les écoles publiques et être en mesure d’y répondre. Cette étude à méthodes mixtes s’est concentrée sur les attentes de plus de 200 futurs enseignants avant toute expérience de stage pratique en classe. L’étude a enquêté sur les perceptions des futurs enseignants quant à la mesure dans laquelle, selon eux, leur programme de formation professionnelle à l’enseignement les prépare à répondre aux besoins d’apprentissage des élèves autochtones. À l’aide d’un cadre de littératie critique, la recherche a également examiné leurs attentes en tant qu’enseignants d’élèves biculturels.
Parties annexes
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