Abstract
The purpose of this
study was to examine the learning outcomes of students who had
recently completed a two-year community-based Native Teacher Education
Program (NTEP). The participants were 22 graduates of an NTEP
who responded to open-ended items in a questionnaire on what they
had learned throughout the program. Four women also participated
in a focus group. The learning of the graduates was grouped according
to the categories found in a previously developed framework: curriculum
planning and evaluation, discipline and classroom management,
pupils and pupil-teacher interactions, and the profession of teaching
(Duquette & Cook, 1999). It was found that the NTEP graduates
learned the most in the first three areas of the framework. As
well, those with more than five years of experience working in
the schools learned more in the pupils and pupil-teacher interactions
category than their less experienced peers. The learning as stated
by all the graduates showed that they addressed self-survival
and impact concerns as described by Fuller (1969). The major source
of their learning was through observation of their supervising
teachers.
Copyright © AJER, the Faculty of Education, and the University
of Alberta, 2004.
Last revised: February 24, 2004
Designed by G.H. Buck