This exploratory case study investigated the ways non-Aboriginal teachers of Biology conceive of incorporating Aboriginal perspectives into their delivery of the Biology curriculum in Alberta. The participants in this study were non-Aboriginal Biology teachers teaching in schools with predominantly non-Aboriginal students. Semi-structured interviews were conducted with each of the teacher participants and explored issues and challenges that they face infusing Aboriginal contexts into their teaching. The qualitative data generated were coded using themes developed from a conceptual framework for curriculum implementation. The majority of the teachers saw value in incorporating Aboriginal perspectives but shared concerns due to: unclear definitions of Aboriginal and Aboriginal perspectives; an inadequate knowledge base; and lack of material resources and professional development opportunities. Recommendations to help non-Aboriginal teachers include: better access to and targeted professional development and resources; greater clarification on the definitions of Aboriginal and Aboriginal perspectives; and greater amounts of administrative and governmental support.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:AEU.10048/1345 |
| Date | 11 1900 |
| Creators | Blood, Tracy |
| Contributors | Barker, Susan (Secondary Education), Nocente, Norma (Secondary Education), Pegg, Jerine (Elementary Education) |
| Source Sets | Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada |
| Language | English |
| Detected Language | English |
| Type | Thesis |
| Format | 802147 bytes, application/pdf |
Page generated in 0.0016 seconds