A lack of specialist knowledge and skills in teachers, as well as high levels of teacher turnover has contributed to the reported poor educational outcomes of Indigenous students in remote communities in Australia. In response to these reports, Australian universities have been required to include curriculum and pedagogical content that addresses two specifically focused Indigenous standards in their initial teacher education provisions. To enrich these standards, universities have offered placement opportunities in Indigenous communities for pre-service teachers. In this chapter, I report on a newly designed remote Indigenous placement through the presenting and analysing reflective narratives written by four pre-service teachers who participated in the placement. Many aspects of the stories are distinctive with respect to the individuals and their experiences, but commonalities emerge in the form of four over-arching strands of story: stories of equity and social justice; stories of building relationships and collaboration; stories of the ‘right’ pedagogy; and stories of Learning on Country.
|Title of host publication||Re-imagining Professional Experience in Initial Teacher Education|
|Subtitle of host publication||Narratives of Learning|
|Editors||Ange Fitzgerald, Graham Parr, Judy Williams|
|Place of Publication||Singapore|
|Number of pages||18|
|Publication status||Published - 2018|
Rennie, J., Prowd, C., Harrison, R., Davies, T., & Newton, T. (2018). Going remote: narratives of learning on an Indigenous professional experience placement. In A. Fitzgerald, G. Parr, & J. Williams (Eds.), Re-imagining Professional Experience in Initial Teacher Education: Narratives of Learning (pp. 67-84). Springer. https://doi.org/10.1007/978-981-13-0815-4_5