Teachers' Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools

Jorgensen, Robyn, Grootenboer, Peter and Niesche, Richard (2013). Teachers' Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools. In Robyn Jorgensen, Peter Sullivan and Peter Grootenboer (Ed.), Pedagogies to enhance learning for indigenous students: evidence-based practice (pp. 75-87) Singapore: Springer. doi:10.1007/978-981-4021-84-5_5

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Author Jorgensen, Robyn
Grootenboer, Peter
Niesche, Richard
Title of chapter Teachers' Beliefs and Practices in Teaching Mathematics in Remote Aboriginal Schools
Title of book Pedagogies to enhance learning for indigenous students: evidence-based practice
Place of Publication Singapore
Publisher Springer
Publication Year 2013
Sub-type Research book chapter (original research)
DOI 10.1007/978-981-4021-84-5_5
Year available 2013
ISBN 9789814021838
9789814021845
Editor Robyn Jorgensen
Peter Sullivan
Peter Grootenboer
Chapter number 5
Start page 75
End page 87
Total pages 13
Total chapters 12
Collection year 2014
Language eng
Formatted Abstract/Summary
The most critical factor in the provision of quality learning is the teacher (Hayes, Mills, Christie, & Lingard, Teachers and schooling: Making a difference. Allen and Unwin, Crows Nest, 2006). In the remote Aboriginal schools of the Kimberley, many of the teachers are new or recent graduates. These teachers are generally vibrant and enthusiastic, but they often lack experience and are unfamiliar with the demands and issues of teaching in remote and Indigenous contexts. In our project we found that these teachers had beliefs about pedagogy and mathematics education that were commonly positive and desirable, but they did not regularly demonstrate these beliefs in their classroom practice. Rather than seeing this discrepancy as problematic, we viewed their beliefs as aspirational, and as such they provided the impetus for development and pedagogical reform. Indeed, the data suggest that as the project progressed, the teachers were more able to put into practice some of their espoused educational beliefs.
Q-Index Code B1
Q-Index Status Confirmed Code
Institutional Status UQ

Document type: Book Chapter
Collections: Official 2014 Collection
School of Education Publications
 
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Created: Wed, 20 Feb 2013, 15:11:37 EST by Ms May Balagaize on behalf of School of Education