000			01823nab a22002537a 4500
001			1969
003			BCACCS
005			20150824151015.0
008			100412s2011 at s 000 0 eng d
040			_aBCACCS
100	1		_aSantoro, Ninetta _9782
245	1	0	_aTeaching Indigenous children _cNinetta Santoro, Jo-Anne Reid, Laurie Crawford, Lee Simpson _h[electronic resource] : _blistening to and learning from Indigenous teachers /
260			_c2011.
300			_a1 online resource (p. 65-76) : _bdigital, PDF file
520	3		_aThis article is based on the findings of a qualitative case study that examined the professional experiences and career pathways of fifty current and former Australian Indigenous teachers. Here, we draw on data obtained from semi-structured interviews with the teachers to highlight their knowledge in three key areas: ‘Indigenous ways of knowing’, ‘Indigenous learners’ lives beyond the classroom’ and ‘Building relationships with Indigenous students and communities’. We suggest that Indigenous teachers can potentially play important roles as teacher educators and as mentors to non-Indigenous teachers and preservice teachers. We argue that it is important for schooling systems and teacher education to create and formalise opportunities for non-Indigenous teachers and preservice teachers to listen to, and learn from their Indigenous colleagues.
650		0	_aEducation _xStudy and teaching _yAustralia _9783
650		0	_aTeachers _xTraining of _zAustralia _9784
700		1	_aReid, Jo-Anne _9785
700		1	_aCrawford, Laurie _9786
700		1	_aSimpson, Lee _9787
773	0		_tAustralian Journal of Teacher Education _gVol. 36, no. 10 (2011), p. 65-76
856	4	0	_uhttp://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1556&context=ajte _zFull text
942			_2z _cARTICLE
999			_c1353 _d1353