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Thirty-four Queensland secondary teachers with remote Indigenous teaching experience responded to an online questionnaire covering cross-cultural awareness, culturally appropriate pedagogy, classroom management, and student social and emotional wellbeing. Thematic analysis identified themes on training content, its application, and classroom applicability.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/exploring-queensland-secondary-teacher-induction-training/594219/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/exploring-queensland-secondary-teacher-induction-training/594219.png","ImageObject",300,407,{"name":92,"@type":93},"Kurz","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What was the purpose of the exploratory study?","Question",{"text":112,"@type":113},"To investigate the relevance of information provided in pre-service induction training and how it translated into classroom practice for Queensland secondary teachers working in remote Indigenous student settings.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many teachers participated and how was data collected?",{"text":117,"@type":113},"Thirty-four Queensland secondary teachers responded to an online questionnaire addressing four types of pre-service induction training.",{"name":119,"@type":110,"acceptedAnswer":120},"What themes emerged from the teachers’ open-text responses?",{"text":121,"@type":113},"Thematic analysis identified three themes: training content, application of training, and applicability to Indigenous students.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594219,1792116660,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},2336478945635,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Exploring Queensland secondary teacher induction training undertaken prior to working with remote Aboriginal and Torres Strait Islander students  \nSindi Morley1, Tessa Benveniste1 and Roxanne Bainbridge2  \n1 College of Psychology, Central Queensland University, 44 Greenhill Road, Wayville, South Australia,  \n5034, Australia, email: [sindi. morley@cqumail.com](sindi. morley@cqumail.com)  \n2 Poche Centre for Indigenous Health, The University of Queensland, 74 High St, Toowong,  \nQueensland, 4066, Australia  \nAboriginal and Torres Strait Islander communities that are considered remote to metropolitandwelling, non-Indigenous Australians experience challenges attracting and retaining qualified teachers. Initial teacher education (ITE) is known to inadequately prepare teachers to engage Indigenous Australian students, however, we understand little about the induction training received by postgraduate secondary teachers prior to commencing work in remote schools with high enrolments of Indigenous students. This exploratory study investigated the relevance of the information provided in pre-service induction training and how this translated into classroom practice. Thirty-four Queensland secondary teachers with experience educating remote Aboriginal and Torres Strait Islander students responded to an online questionnaire investigating four different types of pre-service induction training: cross-cultural awareness, culturally appropriate pedagogy, classroom management, and student social and emotional wellbeing. Thematic analysis of their open-text responses identified three themes: training content, application of training and applicability to Indigenous students. Findings indicated inconstancies in completion rates, content significance and conversion of material into effectual classroom practices. It is suggested that providing community-specific pre-service induction training for Queensland secondary teachers could support them to engage remote Aboriginal and Torres Strait Islander students in learning and may reduce the high frequency of teacher transfers and increase attendance rates of students.  \nKeywords: Aboriginal and Torres Strait Islander peoples, social and emotional wellbeing, teacher training, remote education  \nIntroduction  \nEducation is a known social determinant of health that provides a foundation for improving the lives of all people (Mitrou et al., 2014) . Classroom teachers play one of the most vital roles in the delivery of education. Therefore, the quality of teacher education impacts service delivery and thus the quality of education for their students (Hall, 2013) . In an Australian context, minimal attention has been paid to the training that Queensland secondary teachers receive as postgraduates. In geographically remote regions of Queensland, many students identify as Aboriginal and Torres Strait Islander (hereafter respectfully referred to as Indigenous Australians) (Commonwealth of Australia, 2020). However, due to a myriad offactors, including the ongoing impacts of colonisation (Bennet & Moriarty, 2013; Calma et al., 2017;  \nJorgensen et al., 2010; Lock et al., 2012; Priest et al., 2011), mainstream measures of education (such as year 12 attainment, English literacy and numeracy) are lower for these students compared to urban populations. This suggests there are ongoing challenges with the delivery and attainment of education in remote communities (Commonwealth of Australia, 2020; Maher, 2013) . Therefore, these areas experience an ongoing and urgent need for skilled teachers with specialised training and abilities to support Indigenous Australian students to thrive and attain equitable educational outcomes (Bennet & Moriarty, 2013; Craven et al., 2014; Lock et al., 2012) .  \nEducational context in very remote Queensland  \nThe Accessibility Remoteness Index of Australia indicates the five classes of remoteness (major cities, inner regional, outer regional, remote and very remote) derived from measure","cbCaih76dbFUm99R","https://ap.wps.com/l/cbCaih76dbFUm99R","pdf",327587,18,"English","# Introduction\n## Educational context in very remote Queensland\n## Research design and participant responses\n## Training content and thematic findings\n## Implications for pre-service induction","[{\"question\":\"What was the purpose of the exploratory study?\",\"answer\":\"To investigate the relevance of information provided in pre-service induction training and how it translated into classroom practice for Queensland secondary teachers working in remote Indigenous student settings.\"},{\"question\":\"How many teachers participated and how was data collected?\",\"answer\":\"Thirty-four Queensland secondary teachers responded to an online questionnaire addressing four types of pre-service induction training.\"},{\"question\":\"What themes emerged from the teachers’ open-text responses?\",\"answer\":\"Thematic analysis identified three themes: training content, application of training, and applicability to Indigenous students.\"}]","Exploring Queensland Secondary Teacher Induction Training | PDF",1792078746,45]