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The overarching purpose of this research was to assemble an evidence-based rationale, which includes the voices of multiple stakeholders, to test the extent to which core Aboriginal Studies subjects in primary teacher education courses are vital to improving educational outcomes for Aboriginal children, advancing reconciliation, and creating a more socially just society. To address this purpose the research critically analyse multiple stakeholders’ self-perceptions (N=144) of the value, nature, success, and impact of core Aboriginal Studies subjects in primary teacher education courses in New South Wales (NSW), Australia.
Perspective(s) or theoretical framework
The study employed a positive psychological theoretical framework (Donaldson, Csikszentmihalyi, & Nakamura, 2011) to employ a strengths-based approach to elucidate the impact of core courses from the perspectives of multiple stakeholders. Advances in self-concept theory and research (Marsh & Craven, 2006; Martin & Marsh, 2009) were also capitalised upon to explicate the impact of core Aboriginal Studies on student teachers’ self-concepts to teach Aboriginal students effectively and to teach all children about Aboriginal Australia (Mooney, 2011; Mooney & Craven, 2013).
Methods, techniques, or modes of inquiry
Participants were drawn from two universities in NSW which teach a core Aboriginal Studies subject as part of their primary teacher education degree. The methodology of the study follows Yin’s multiple case-study replication design (Yin, 2003). The logic underlying this multiple case-study replication was that each case was carefully selected to predict similar results or a literal replication to provide a compelling study. The replication presents an accurate picture of how opinions and events have impacted on the people in the institutions in the study, and how these institutions have changed through time. Data was analysed to explicate key themes and rich narrative analysis pertaining to the research goals.
Data sources, evidence, objects, or materials:
Pre-service teachers (n=10), teacher educators (n=2), Aboriginal Director’s (n=2), and Heads of School (n=2) participated in 1 hour indepth semi-structured interview. (N=128) Aboriginal (n=1) and non-Aborignal (n=127) pre-service teacher completed a open-ended questionnaire.
Results and/or substantiated conclusions or warrants for arguments/point of view
Findings indicated that a core Aboriginal Studies subject builds pre-service teachers’ self-concepts, attitudes, commitment, knowledge and skills, and ability and understandings to teach Aboriginal Studies, incorporate Aboriginal perspectives, and to be committed to effectively teaching Aboriginal students.
Scientific or scholarly significance of the study or work:
The study makes a valuable addition to extending our understandings of the positive impact of core teacher education subjects and offers further support support for the inclusion of core Aboriginal Studies subjects in teacher education courses.