“I can’t believe I just said that”: Using guided reflections with non-Indigenous pre-service teachers in Australia

Authors

  • Bruce Burnett, PhD Queensland University of Technology
  • Jo Lampert, PhD Queensland University of Technology
  • Karen Crilly Lawnton State School, Queensland Department of Education

Abstract

This paper explores the use of guided narrative reflection as a strategy
used with high-achieving non-Indigenous pre-service teachers in
Australia on teaching practicum. We suggest that reflections (and
subsequent dialogue) can provide opportunities for non-Indigenous preservice
teachers to re-think their beliefs and actions in ways that may
intervene in the teaching that often causes educational disadvantage for
Aboriginal and Torres Strait Islander students.

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Published

2014-01-16

Issue

Vol. 12 No. 1 (2013): Global 21st Century Professionals: Developing capability to work with Indigenous and other Traditionally-Oriented People

Section

General Refereed Papers

License

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