"I can't believe I just said that": Using guided reflections with non-Indigenous pre-service teachers in Australia Academic Article uri icon

abstract

  • This paper explores the use of guided narrative reflection as a strategy used with high-achieving non-Indigenous pre-service teachers in Australia on teaching practicum. We suggest that reflections (and subsequent dialogue) can provide opportunities for non-Indigenous preservice teachers to re-think their beliefs and actions in ways that may intervene in the teaching that often causes educational disadvantage for Aboriginal and Torres Strait Islander students.

publication date

  • 2013

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