Teaching preservice teachers Aboriginal studies : do mandatory teacher education courses work?

This study was commissioned by the Department of Education, Science and Training (DEST) under its Indigenous Education Strategic Initiatives Programme (IESIP). The project goals were supported by the New South Wales Aboriginal Education Consultative Group Inc., New South Wales Teachers Federation, New South Wales Primary Principals' Association, New South Wales Department of Education and Training (NSW DET), the national Aboriginal Studies Association, and the Australian Council of Deans of Education. This paper reports on the quantitative component of the study, the aims of which were to: (a) critically evaluate the impact of mandatory Aboriginal Studies subjects on preservice primary teachers' perceived abilities to appreciate, understand and effectively teach Aboriginal Studies and Aboriginal students in Australian schools; (b) identify key content being addressed in mandatory Aboriginal Studies subjects; (c) identify new potential strategic directions to strengthen the teaching of Aboriginal Studies in teacher education courses. Preservice teachers who have undertaken mandatory subjects compared with preservice teachers who undertake perspectives courses feel they are more capable of teaching Aboriginal students and Aboriginal Studies, and furthermore are more likely to enjoy doing so. Given the consistency of these results across a diverse number of variables considered in this study, these results suggest that mandatory subjects can have a powerful positive effect on desirable educational outcomes. Preservice teachers participating in teacher education courses with a mandatory Aboriginal Studies subject were also more likely to be taught a diverse range of Aboriginal Studies content. In addition, preservice teachers also offered a number of useful suggestions in relation to possible content and modes of delivery that could strengthen future teacher education course.