In 2010-2013 QUT, in partnership with Griffith University, conducted a research project investigating how to better support future curriculum leaders in embedding Indigenous knowledges on teaching practicum.
The researchers spoke to preservice teachers and their supervising school teachers about their pedagogical relationships (e.g. negotiating expectations and role modelling) and their experiences developing expertise in Indigenous knowledges and perspectives and embedding them in their teaching practice.
This included analysing several case studies demonstrating preservice teachers' agency and curriculum decision making with the intent of embedding Indigenous knowledges within what was considered a restricted curriculum.
The case studies are:
The case studies are intended to demonstrate how possessing genuine (innate and learnt) Indigenous knowledges can inform innovative curricula and pedagogical decision making and assessment design. Spaces and opportunities can be created for preservice teachers to developer their expertise in embedding Indigenous knowledges and perspectives while on teaching practicum, given the right conditions. These conditions include the supervising teachers' capacity to recognise Indigenous knowledges and their willingness to negotiate speaces within the curriculum for embedding Indigenous knowledges.
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