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This paper discusses a cross-cultural pedagogical approach, couched in a theory–practice nexus, used at a Victorian regional university to guide non-Indigenous pre-service teachers’ (PSTs) engagement with Aboriginal and Torres Strait Islander perspectives and cultures. We have drawn on qualitative and statistical data, and current issues in Australian and international literature, to explore the relevance and success suggested by data from this cross-cultural pedagogical approach, in particular the notion of teacher ethnicity in racialised spaces. In doing so, we have addressed recent sentiments about a lack of quantitative and qualitative research that explores inclusion of Aboriginal and Torres Strait Islander content and discussions of ways in which tertiary educators construct and influence teachings about Aboriginal and Torres Strait Islander cultures. It is anticipated that this paper will generate further dialogue and research-based evidence on ways in which other tertiary education providers may draw on cross-cultural theories to guide inclusion of Aboriginal and Torres Strait Islander content and perspectives in PST education courses. 相似文献
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Anecdotal and empirical evidence indicates that mentoring can be a successful strategy for supporting professional learning, yet limited literature exists on approaches to mentoring designed specifically for academics working in higher education. The aim of this study was to create an approach to mentoring tailored to the needs of academics and underpinned by evidence from the literature. Participatory action research was chosen as the methodology for the project as this enabled a process of inquiry to be embedded within academic practice. The outcome was the development of the Spectrum Approach to Mentoring (SAM). This three-step approach is goal orientated, and encompasses mentoring relationships that may be ongoing and sustained over time through to those that are short-term and aligned with a particular task or focus. SAM provides a suite of resources that can be used by academics to promote valuable opportunities for professional learning through the initiation of mentoring relationships. 相似文献
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The use of mentoring for staff development is well established within schools and the business sector, yet it has received limited consideration in the higher education literature as an approach to supporting learning for academics. In this study located at one metropolitan university in Australia, an online questionnaire and one-on-one semi-structured interviews were used to explore academics’ experiences of mentoring, with a view to understanding the broader benefits mentoring might offer to the academic community. Findings from the study highlight that in an era where change is pervasive tertiary education providers should consider implementing mentoring as a valuable approach for supporting the work of academics. The academics in this research explained that through mentoring, they learnt how to build professional relationships and friendships; it helped them develop a sense of personal satisfaction; acted as a catalyst for career and leadership enhancement; expanded understandings of teaching and research and as a consequence of engaging in self-reflection it opened up new ways of thinking about their work. 相似文献
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This paper explores an innovative approach to evaluating the effectiveness of a writing group in an Australian research-intensive university. Traditional qualitative and quantitative methods typically applied in higher-education research may be effective in analysing the output of writing groups; however, they do not always address the affective domain of writing and giving and receiving feedback in a small-group context. The group had previously evaluated its practice with a speed-dating activity, itself an innovative approach designed for efficiency and to take advantage of the size and diversity of the group. The changing membership of the group, from eight to four participants, warranted a methodology appropriate to the intimacy of the group. In this paper, three theoretical frameworks are used to conceptualise the practice of the smaller group: communities of practice, peer mentoring and affect theory. The methodologies of critically reflective practice and memory work described here emerged from these theoretical frameworks. 相似文献
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Universities have a long history of change in learning and teaching to suit various government initiatives and institutional priorities. Academic developers now are frequently required to address strategic learning and teaching priorities. This paper asks how, in such a context, academic developers can ensure that work they do in relation to one specific institutional priority can support future learning and teaching strategies. Two examples of efforts to integrate research and teaching are discussed to demonstrate the length of time needed to develop institutional understanding and how to create sustainable resources to meet the needs of changing initiatives. The paper highlights the importance of a sustainable approach to ever-changing learning and teaching priorities, suggesting that resources and other work developed to meet institutional initiatives should be structured so that they can be readily reused or adapted when policies change. The paper concludes by drawing out some implications for academic development. 相似文献
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Sara Weuffen Fred Cahir Alice Barnes Bryon Powell 《Diaspora, Indigenous, and Minority Education》2019,13(3):165-181
Non-Indigenous-led organizations and education programs have long been criticized for sanitized teachings of Aboriginal perspectives in history, while scholarship touts the transformative benefits offered up via decolonial and immersive pedagogical approaches. In this case study, we explore the impact of a cross-cultural venture, titled Hidden Histories: The Wadawurrung People, between a living history museum, the local Aboriginal community, and a regional university on teacher preparedness to incorporate Aboriginal perspectives in history curricula. Through a cultural interface lens, we examine the ontological and epistemological developments of 112 preservice teachers postinteraction with an intercultural digital-kinaesthetic education tool. Our findings suggest that PSTs enjoy engaging with the tool, yet while on site, they prefer to immerse themselves in the museum environment. Our findings indicate also, however, that the tool is an accessible cross-cultural predatory tool that encourages a lifelong commitment to integrating Aboriginal perspectives in history curricula. 相似文献
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