Show simple item record

dc.contributor.authorPeters, Kaitlind
dc.contributor.otherQueen's University (Kingston, Ont.). Theses (Queen's University (Kingston, Ont.))en
dc.date.accessioned2018-08-02T15:45:59Z
dc.date.available2018-08-02T15:45:59Z
dc.identifier.urihttp://hdl.handle.net/1974/24420
dc.description.abstractTeacher apprehension towards integrating Indigenous perspectives into the general classroom curriculum is an issue that should become a priority in Ontario Faculties of Education. Teachers’ attitudes and perceptions towards Indigenous education can impact instructional judgments and pedagogical decisions, which influence the learning opportunities afforded to Indigenous and non-Indigenous students (Riley & Ungerleider, 2012; Pajares, 1992; Cantu, 2001). The Truth and Reconciliation Commission’s (TRC) Calls to Action Report outlines the necessity to improve the quality of teacher knowledge, understanding, delivery and integration of Indigenous content (2015). The purpose of this study is to explore pre-service teachers’ knowledge of Indigenous education and their attitudes towards including Indigenous perspectives in the general classroom, prior to and after completing a mandatory introduction to Aboriginal studies course. The purpose was informed by two research questions: 1) What baseline knowledge and attitudes toward Indigenous curriculum integration are pre-service teachers entering and leaving the Faculty of Education with? 2) Does coursework adequately prepare pre-service teachers to confidently integrate Indigenous content into the general classroom? A mixed-method study was conducted using a sequential explanatory design, examining 117 pre-service teachers from Queen’s University, Canada. Pre-course and post-course data was collected through surveys and in-depth individual interviews. Survey data analysis indicated differences from pre-course (time 1) to post-course (time 2). Additionally, eighteen individual interviews were conducted. Overall, pre-service teachers had positive attitudes towards integrating Indigenous perspectives into the general classroom but lacked content knowledge and believed that their weakness in preparation to integrate Indigenous Education into the general classroom was due to their teacher education program design. Findings of this study will be of interest to Faculties of Education, policy makers and teacher educators.en_US
dc.language.isoenen_US
dc.relation.ispartofseriesCanadian thesesen
dc.rightsQueen's University's Thesis/Dissertation Non-Exclusive License for Deposit to QSpace and Library and Archives Canadaen
dc.rightsProQuest PhD and Master's Theses International Dissemination Agreementen
dc.rightsIntellectual Property Guidelines at Queen's Universityen
dc.rightsCopying and Preserving Your Thesisen
dc.rightsThis publication is made available by the authority of the copyright owner solely for the purpose of private study and research and may not be copied or reproduced except as permitted by the copyright laws without written authority from the copyright owner.en
dc.subjectIndigenous Educationen_US
dc.subjectPre-service Teachersen_US
dc.subjectTeacher Developmenten_US
dc.titleInclusion of Indigenous Education: Examining Pre-service Teachers' Knowledge and Attitudes Towards the Integration of Indigenous Educationen_US
dc.typethesisen
dc.description.degreeMaster of Educationen_US
dc.contributor.supervisorMorcom, Lindsay
dc.contributor.departmentEducationen_US


Files in this item

Thumbnail

This item appears in the following Collection(s)

Show simple item record