Case study: Evaluating the impact of the RATEP community-based teacher education pathway on Aboriginal and Torres Strait Islander student success
Other Publication ResearchOnline@JCUAbstract
[Extract] Government commitments to achieve educational equality for Aboriginal and Torres Strait Islander peoples acknowledge that “quality of teaching is recognised as the largest ‘in-school’ influence on student achievement” and “well trained, skilled and knowledgeable teachers who are able to engage with their students and the community are essential to lifting student outcomes” (Commonwealth of Australia, 2018, p. 56). A common theme regarding what seeds success is engagement with the local community, particularly nuanced knowledge of complex histories interwoven with local place and country, contexts, and aspirations (Guenther, Disbray & Osborne, 2015; Lewthwaite, Osborne, Lloyd, Boon & Llewellyn, 2015; Lowe, 2017; Munns, O’Rourke, Bodkin & Andrews, 2013). The Australian Institute for Teaching and School Leadership [AITSL] (2021) cites Aboriginal and Torres Strait Islander educators more broadly, as critical to realising the Mparntwe Education Declaration goals to “ensure learning is built on and includes local, regional and national cultural knowledge and experience of Aboriginal and Torres Strait Islander peoples and work in partnership with local communities” (DESE, 2019, p. 5).
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7
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James Cook University
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Townsville, QLD, Australia
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