Rosie began her primary teacher education journey in 2004. She was passionate about teaching and endured personal and professional challenges to achieve this goal. On hearing about the project, she approached the project team, and expressed her interest to be involved.
Rosie prepared for her third teaching practicum as a preservice teacher participant of this project. Clear communication of expectations was established between the supervising teacher and the school's site coordinator, the university Professional Experience Office and the project team.
The supervising teacher assigned Rosie to teach a science lesson on natural resources. Rosie planned a unit of work emerging from the Island drum as a starting point.
Within a restricted curriculum, Rosie found a 'moment' to develop and teach a unit plan from a Torres Strait Islander perspective. She utilised the knowledge she brought with her, negotiated pedagogical space with the supervising teacher and facilitated students' learning from an Indigenous perspective. The supervising teacher's role in recognising Indigenous knowledge and affirming this through constant support enabled a successful teaching experience to occur.
Rosie moved from this experience to the final teaching practicum and internship with confidence in her ability to contribute to the teaching profession. Her internship supervising teacher commented after one of Rosie's lessons:
'A number of the children went home and spoke about the day… I had three parents come back and just said the children went home and they were just fascinated and there were passing on all of that information. It was a little spark in them as well. Because it's not often kids will go home and say "Mum, we learned about fractions today".' (Christy, internship supervisor, 2013)
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