Abstract
![CDATA[The purpose of this study was to capitalise on recent developments in espoused theory and theory in action, by applying these theories to critically analyse the espoused and actual value, nature, success and impact upon the self-concept of preservice teachers, of core Aboriginal Studies primary teacher education courses. The aim of this component of the study was to identify and contrast, three institutions’ motives, values, attitudes, and perception of impact in relation to incorporating core Aboriginal Studies subjects in the primary teacher education curriculum. This was achieved by comparing and contrasting institution’s espoused theory and theory in action, in order to identify features of institutional values and culture that contribute to the development and implementation of successful core Aboriginal Studies subjects to ascertain the congruence and conflict between what is theoretically espoused and implemented in relation to the rationale for, subject content of, and pedagogy utilised in the implementation of core Aboriginal Studies primary teacher education courses. This paper presents the results and findings based on the perspectives of Heads of Schools, Directors of Aboriginal Education Units and teacher educators from each of 3 participating Australian teacher education institutions.]]
| Original language | English |
|---|---|
| Title of host publication | Self-Concept, Motivation and Identity, Where To From Here? : Proceedings of the Third International Biennial SELF Research Conference |
| Publisher | University of Western Sydney |
| Number of pages | 1 |
| ISBN (Print) | 1741080738 |
| Publication status | Published - 2004 |
| Event | International Biennial SELF Research Conference - Duration: 13 Jan 2009 → … |
Conference
| Conference | International Biennial SELF Research Conference |
|---|---|
| Period | 13/01/09 → … |
Keywords
- Aboriginal studies
- education, primary
- teachers
- training of
- attitudes