This paper is an analysis of some of the early results of the author's fieldwork of observations of Aboriginal students in classes where the teachers are observing the features of the New South Wales Quality Teaching framework (QT) in their teaching practices. These observations carry some of the similarities that the author has drawn from his comparison of the literature of QT and Aboriginal pedagogical practices. In his early contact where he observed the elements of QT being used in classes, there appears to be some greater focus on specific elements with only passing observations into other aspects of the framework. This paper argues the need for greater engagement across all elements of QT. The observations relate to the author's PhD study on the analysis of the effectiveness of the NSW Quality Teaching framework in increasing Aboriginal students' educational outcomes. This is through a comparison of QT and what Aboriginal pedagogical theorists have stated as best practice when working with Aboriginal students. The author believes there are many comparable features across these pedagogical models, but the author focuses his observations across QT because of the ability to codify elements in this model and to present some empirical evidence when arguing the benefits of these pedagogical practices. The author concludes that there have been some positive correlations between educational improvements with Aboriginal students, QT and identified Aboriginal pedagogy. There are also some great understanding and change needed by teachers in engaging Aboriginal students effectively across all aspects of QT.
Journal of Australian Indigenous Issues Vol. 12, Issue 1, p. 104-115