[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-596195-105":59,"doc-detail-596195-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","strategies-for-teacher-education-programs-to-support-indigenous-teacher-employment-and-retention-in-schools","Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools","","Efforts to increase the supply of employed Indigenous teachers are essential for improving Indigenous students’ learning and well-being and for addressing chronic understaffing in remote communities. A scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States documents a range of effective approaches. The article presents three strategies for TEPs supporting Indigenous teacher graduates: creating employment opportunities, collaborating with communities on practicum placements based on local needs, and providing ongoing support. It calls for collaboration, funding, and continued data collection to evaluate and refine these strategies.",{"@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/strategies-for-teacher-education-programs-to-support-indigenous-teacher-employment-and-retention-in-schools/596195/",{"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/strategies-for-teacher-education-programs-to-support-indigenous-teacher-employment-and-retention-in-schools/596195.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","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 is the purpose of the scoping review described in the article?","Question",{"text":112,"@type":113},"The study aims to contribute to knowledge about efforts to increase the supply of employed Indigenous teachers, including the transition from teacher education to employment.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Which three strategies does the article highlight for teacher education programs (TEPs)?",{"text":117,"@type":113},"The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support.",{"name":119,"@type":110,"acceptedAnswer":120},"Why is increasing the number of Indigenous teachers important for schools?",{"text":121,"@type":113},"Increasing Indigenous teachers supports Indigenous students’ learning and well-being and helps address chronically understaffed schools in remote Indigenous communities.","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},596195,1792850965,{"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":26,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools  \nDanielle Tessaro University of Victoria  \nLaura Landertinger Hartwick University  \nJean-Paul Restoule University of Victoria  \nAbstract  \nThis article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:3 (2021)©2021 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[www.cje-rce.ca](www.cje-rce.ca)  \ncommunities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can beenacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities,(2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers.  \nKeywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs  \nRésumé  \nCe document cherche à contribuer à la base de connaissances sur les efforts visant à accroître l’offre d’enseignants autochtones en activité. En plus de soutenir l’apprentissage et le bien-être des élèves autochtones, il est essentiel d’augmenter le nombre d’enseignants autochtones pour les communautés autochtones éloignées dont les écoles sont en souseffectif chronique. Cette étude a été menée dans le cadre d’un examen de la portée de 50 programmes de formation des enseignants (TEP) à travers le Canada, l’Australie, la Nouvelle-Zélande et les États-Unis qui ont mis en œuvre des efforts pour augmenter le nombred’enseignants autochtones. L’étude a trouvé une gamme de stratégies efficaces et cet article décrit trois stratégies qui peuvent être mises en œuvre par les TEP pour aider les enseignants diplômés autochtones dans leur transition vers l’emploi. Ces stratégies sont : (1) de créer des possibilités d’emploi,(2) d’identifier les besoins de la collectivité et de collaborer à leur placement en stage, et (3) de leur fournir un soutien continu. Le document se termine par un appel à la collaboration, au financement et à la collecte de données pour l’évaluation continue et l’amélioration des stratégies visant à accroître le nombre d’enseignants autochtones.  \nMots-clés : rétention des enseignants, soutien aux enseignants, embauche d’enseignants, formation d’enseignants autochtones, transition vers l’emploi, enseignant autochtone, éducation autochtone, formation des enseignants  \nCanadian Journal of Education / Revue canadienne de l’éducation 44:3 (2021) [www.cje-rce.ca](www.cje-rce.ca)  \nIntroduction  \nThis article discusses several strategies that are employed by Universities, Colleges, and Teacher Education Programs 1 (TEPs) to support Indigenous students as they transition into their roles as teachers. The study contributes to a collective body of work aiming to increase the number of Indigenous teachers in schools. In March of 2020, as the impactsand realities ofCOVID-19 led to school closures throughout Canada and many parts of the world, students and their parents were forced to adjust to at-home learning. For most families, the sudden shift to at-home learning presented a wide set of difficulties. For instance, students struggled to f","cbCaipeWlSohatRZ","https://ap.wps.com/l/cbCaipeWlSohatRZ","pdf",181430,24,"English","# Introduction\n# Strategies to Support Indigenous Teacher Employment and Retention\n## Creating employment opportunities\n## Identifying community needs and collaborating over practicum placements\n## Providing ongoing support\n# Conclusion and Call for Further Collaboration","[{\"question\":\"What is the purpose of the scoping review described in the article?\",\"answer\":\"The study aims to contribute to knowledge about efforts to increase the supply of employed Indigenous teachers, including the transition from teacher education to employment.\"},{\"question\":\"Which three strategies does the article highlight for teacher education programs (TEPs)?\",\"answer\":\"The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support.\"},{\"question\":\"Why is increasing the number of Indigenous teachers important for schools?\",\"answer\":\"Increasing Indigenous teachers supports Indigenous students’ learning and well-being and helps address chronically understaffed schools in remote Indigenous communities.\"}]","Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools | PDF",1792082619]