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

Bruce Burnett, PhD, Jo Lampert, PhD, Karen Crilly

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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