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While participants valued their cohort experience and felt prepared in some areas, they reported limited collegial support, high expectations, a need for formal mentorship, more hands-on learning, and uncertainty about working within tightly knit communities. It also frames these findings in relation to existing teacher education weaknesses.",{"@graph":14,"@context":65},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/experiences-of-beginning-aboriginal-teachers-in-band-controlled-schools/597451/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/experiences-of-beginning-aboriginal-teachers-in-band-controlled-schools/597451.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",6,{"@type":57,"mainEntity":58},"FAQPage",[59],{"name":60,"@type":61,"acceptedAnswer":62},"What support and preparation did the teachers want more of?","Question",{"text":63,"@type":64},"Many wanted formal mentorship and more hands-on experiences, along with better preparation for day-to-day realities and the complexities of working in close-knit communities.","Answer","https://schema.org",{"og:url":32,"og:type":67,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":69,"canonical":32},"index,follow",{"doc_id":71,"site_id":7},597451,1792191263,{"code":4,"msg":74,"data":75},"success",[76,80,84,88,93,97,102,106,111,114,118],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":77,"show_sort_weight":78,"slug":79},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":81,"show_sort_weight":82,"slug":83},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Exam",70,"exam",{"id":89,"doc_module":4,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},5,"Comic",60,"comic",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":94,"show_sort_weight":95,"slug":96},"Technology",50,"technology",{"id":98,"doc_module":4,"doc_module_name":25,"category_name":99,"show_sort_weight":100,"slug":101},7,"Healthcare",40,"healthcare",{"id":103,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":104,"slug":105},8,30,"research-report",{"id":107,"doc_module":4,"doc_module_name":25,"category_name":108,"show_sort_weight":109,"slug":110},9,"Religion & Spirituality",20,"religion-spirituality",{"id":109,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":109,"slug":113},"World Cup","world-cup",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":115,"slug":117},10,"Lifestyle","lifestyle",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":89,"slug":121},19,"General","general",{"code":4,"msg":74,"data":123},{"doc_id":71,"user_id":124,"nickname":42,"user_avatar":125,"doc_module":4,"category_id":103,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":131,"language":132,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":12,"update_tm":136,"read_time":137,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","Experiences of Beginning Aboriginal Teachers in Band‐Controlled Schools  \nRandolph Wimmer University of Alberta  \nLouise Legare, Yvette Arcand, & Michael Cottrell University of Saskatchewan  \nCompelling evidence points to the need for higher education, and especially teacher education, to become better informed about the concerns of Aboriginal peoples and tobe more responsive to their needs. With this focus in mind, we had conversations with 30 beginning First Nations teachers, graduates of a teacher education program in Saskatchewan, as they reflected on their university preparation and their beginning years in band‐controlled environments. We identify issues and challenges that teach‐ ers faced in making the transition from the academy to the classroom and in applying theory to practice. We stress that much of what we report is not new to teacher educa‐ tion. What we want to convey is that in most cases, the weaknesses of our current teacher education programs and the challenges of beginning teachers appear to be even more relevant to the experiences of beginning First Nations teachers in band‐ controlled schools. The teachers in our study spoke positively about their experiences as students in their teacher preparation programs. A particular strength was their cohort experience. Although feeling well‐prepared in some professional areas, these teachers all indicated that they could be better prepared for working with the day‐to‐ day realities of band‐controlled schools, the lack of collegial support, and the high demands and expectations placed on them. Many expressed a desire to have formal mentorship and all wanted more “hands on” experiences. They also expressed uncer‐ tainty about how to deal with the complexity of working in tightly knit communities.  \nKey words: Aboriginal teacher education, teacher induction, teaching in band‐ controlled schools, teacher education in Saskatchewan  \nCANADIAN JOURNAL OF EDUCATION 32, 4 (2009): 817‐849 ©2009 Société canadienne pour l’étude de l’éducation/ Canadian Society for the Study of Education/  \nDes données probantes montrent comment l’enseignement supérieur, notamment la formation à l’enseignement, doit prendre mieux en compte les préoccupations des populations autochtones et mieux répondre à leurs besoins. Dans cet esprit, les au‐ teurs se sont entretenus avec trente nouveaux enseignants d’origine autochtone, di‐ plômés d’un programme de formation à l’enseignement en Saskatchewan, et recueillileurs réflexions sur la préparation universitaire qu’ils avaient reçue et leurs premières années comme enseignants dans des écoles de bande. Les problèmes et les défis aux‐ quels les enseignants font face en passant de l’université à une salle de classe ou de lathéorie à la pratique ont ainsi été identifiés. Les auteurs soulignent qu’une bonne par‐ tie de leurs observations sont déjà connues dans le monde de la formation à l’enseignement. Ils espèrent faire ressortir que, dans la plupart des cas, la faiblesse des programmes actuels de formation à l’enseignement et les observations sur les diffi‐ cultés éprouvées par les nouveaux enseignants semblent être encore plus pertinentes quand on analyse les expériences des nouveaux enseignants autochtones dans des écoles de bande. Les enseignants sur qui cette étude a porté ont parlé en termes posi‐ tifs de leurs expériences comme étudiants dans leur programme de formation à l’enseignement, notamment comme membres de leur cohorte. S’ils estiment avoir reçu une bonne préparation pour certains des aspects de leur vie professionnelle, tous ces enseignants ont signalé qu’ils pourraient être mieux préparés pour faire face aux réalités quotidiennes dans une école de bande, que le soutien de leurs collègues faitdéfaut et qu’ils font l’objet de demandes et d’attentes élevées. Un grand nombred’entre eux ont exprimé le désir d’avoir un mentor attitré et tous souhaitaient des expériences pratiques de travail. Ils se disaient en outre incertains quant à la façon","cbCaijnZ0ioD37FS","https://ap.wps.com/l/cbCaijnZ0ioD37FS","pdf",390328,33,"English","# Introduction\n## Research focus and participants\n## Challenges in the transition to practice\n## Teacher preparation gaps and desired support\n# Context of Aboriginal teacher education programs","[{\"question\":\"What support and preparation did the teachers want more of?\",\"answer\":\"Many wanted formal mentorship and more hands-on experiences, along with better preparation for day-to-day realities and the complexities of working in close-knit communities.\"}]","Experiences of Beginning Aboriginal Teachers in Band-Controlled Schools | PDF",1792085036,83]