This study explores the conditions that contribute to teacher success in First
Nations communities by focusing on the experiences of educators and community
members from the Ermineskin Reserve, which is located in central Alberta. The study
addresses the question: what factors do educators and community members identify as
being major contributors to the success of teachers in First Nations communities? The
study is based on a review and analysis of data obtained through semi-structured
interviews conducted with twelve teachers, six administrators, six Native students and six parents of Native children. These educators and community members share their
experiences and ideas about how teacher success can be optimized in First Nations
settings. The study identifies a number of interrelated factors that positively and negatively influence the work of teachers in First Nations communities. Educators and community members emphasize the importance of educators and community members working
together to create a school system that not only meets the needs of students but also
nurtures and validates educators, parents and the larger First Nations community.
Recommendations are provided for educators, Native communities, Native school boards,
and post-secondary institutions who are interested in developing, nurturing and supporting teacher success in First Nations settings.
| Identifer | oai:union.ndltd.org:LACETR/oai:collectionscanada.gc.ca:BVAU.2429/4446 |
| Date | 05 1900 |
| Creators | Villeneuve, Jeanette |
| 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 | Electronic Thesis or Dissertation |
| Relation | UBC Retrospective Theses Digitization Project [http://www.library.ubc.ca/archives/retro_theses/] |
Page generated in 0.002 seconds