Teacher Candidates ’ and Course Instructors’ Perspectives of a Mandatory Indigenous Education Course - A journal of educational research and practice 2021 Vol. 30 (1) 117-135

Oct 15, 2026

Uploaded by Mary Man

This mixed methods study examined non-Indigenous teacher candidates’ attitudes toward a mandatory Aboriginal Education course in teacher education, using both teacher-candidate and course-instructor perspectives. Likert-scale pre- and post-course surveys from two course sections indicated increased perceived knowledge, alongside a fairly strong interest and positive attitude. Instructor interviews provided additional, sometimes contradictory, views describing the course as limited, at best an introduction to issues and perspectives. Findings support expanding Indigenous learning opportunities and resources.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages19

Reading Time48 min

AccessFree to download

Abstract

Authors’ Note

Author Introductions and Terminology

Indigenous Education and Teacher Preparation

Teacher Candidates ’ and Course Instructors’Perspectives of a Mandatory Indigenous Education Course A journal of educational research and practice 2021 Vol. 30 (1) 117-135 [https://journals.library.brocku.ca/brocked](https://journals.library.brocku.ca/brocked) Melissa Oskineegish* and Paul Berger Lakehead University Abstract This mixed methods study examined non-Indigenous teacher candidates’ attitude towards a mandatory Aboriginal Education course in teacher education from teacher candidates’ and course instructors’ perspectives. Results from Likert-scale pre-and post-course surveys of two sections of an Aboriginal Education course at a small Canadian university indicated that teacher candidates felt more knowledgeable by the end of the course, and maintained a fairly strong interest in and positive attitude towards the course. Results from course instructors provided additional and at times contradictory information, describing the course as limited and, at best, an introduction to the issues and perspectives within Indigenous education. The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to provide further learning opportunities with Indigenous education content and resources. Keywords: Indigenous education, teacher education, mixed methods research * [mmoberly@lakeheadu.ca](mmoberly@lakeheadu.ca) Authors’ Note This article draws on research that was supported in part by funding from the Social Sciences and Humanities Research Council. In the Truth and Reconciliation Commission of Canada’s (TRC) Calls to Action, schools across Canada are called upon to develop and implement “Kindergarten to Grade Twelve curriculum and learning resources on Aboriginal peoples in Canadian history, and the history and legacy of residential schools”(TRC, 2015, p. 7) . This objective requires teachers to be knowledgeable on, and capable of integrating, accurate and culturally appropriate Indigenous content. Milne (2017) found that teachers who were reluctant to integrate Indigenous content lacked both knowledge and confidence; researchers recommend that further preparation be provided in teacher education and in professional development (Korteweg & Fiddler, 2018) . In addition to broadening knowledge of Indigenous peoples, cultures, and histories, teachers need to become open and willing to learn new perspectives—an attitude that can and should be fostered in teacher education programs (Milne, 2017) . This paper discusses findings from a study that explored teacher candidates’ knowledge of, interest in, and attitudes toward a mandatory Aboriginal Education course in a small Canadian university, and compares that with the perspectives of five instructors who have taught the course. Drawn from a larger study that examined the role of self-reflective practices in the course, data in this paper stem from a preand post-course survey completed by teacher candidates, interviews with three teacher candidates and five course instructors, and Melissa’s role as participant-as-observer in the classes. We discuss the realities and tensions of developing teacher candidates’ knowledge and attitude towards integrating Indigenous histories, cultures, and perspectives in teacher education. We begin with a brief introduction of the authors and an explanation about terminology prior to a review of literature on Indigenous education in initial teacher education, the methodology and methods used, and a report on the findings. Author Introductions and Terminology The genesis of this study was the experience of Melissa Oskineegish, who, as a non-Indigenous teacher, began her teaching career in a fly-in First Nation community in northern Ontario. The mentorship provided by colleagues and community members influenced her to further explore how non-Indigenous educators can learn to develop meaningful and culturally appropriate teaching pedagogies and practices within teacher educa

FAQs

What did Likert-scale surveys show about teacher candidates after the mandatory Indigenous Education course?

Teacher candidates reported feeling more knowledgeable by the end of the course and maintained a fairly strong interest and positive attitude toward it.

How did course instructors’ perspectives differ from teacher candidates’ survey results?

Instructors provided additional information that at times contradicted the surveys, describing the course as limited and, at best, an introduction to issues and perspectives in Indigenous education.

What did the study recommend regarding Indigenous Education in teacher preparation?

The results suggest the need for mandatory Indigenous Education courses and for faculties of education and school boards to offer further learning opportunities, resources, and content related to Indigenous education.

Oct 15, 2026

Uploaded by Mary Man