- Title
- Creating and sustaining meaningful partnerships for supporting indigenous teacher education
- Creator
- Lester, John; Heitmeyer, Deirdre; Gore, Jennifer; Ford, Margot
- Relation
- Journal of Australian Indigenous Issues Vol. 16, Issue 4, p. 3-18
- Relation
- http://www.unisa.edu.au/jaii
- Publisher
- Journal of Australian Indigenous Issues
- Resource Type
- journal article
- Date
- 2013
- Description
- The contribution of the Wollotuka Institute and School of Education at the University of Newcastle has been significant and extensive in the education of Indigenous teachers. According to National MA TS/Tl data the University of Newcastle has consistently had a higher than State and National average percentage of Indigenous students in teacher education degree programs and a higher level of completions. This paper will discuss the scope of Indigenous Teacher Education success, how the partnership between Wollotuka and the School of Education was developed, how it has been sustained over time and it will also outline some of the unique features of the partnership. Aboriginal academics in Wollotuka have been integral in driving the review process of Aboriginal education policies both within the Department of Education and The University of Newcastle. The MA TS/Tl project initiative at the University has helped reinforce the partnership in new ways to expand even further the support of Indigenous Teacher Education students.
- Subject
- Indigenous; teachers; students; indigenous teacher education
- Identifier
- http://hdl.handle.net/1959.13/1057242
- Identifier
- uon:16164
- Identifier
- ISSN:1440-5202
- Language
- eng
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