Teaching the teachers mandatory Aboriginal studies : does it make a difference to postgraduate teachers' perceptions?

This study was commissioned by the Department of Education, Science and raining (DEST) under its Education Innovation program (EIP). The project goals were supported by the NSW Teachers Federation, NSW Primary Principals' Association, NSW Department of Education and Training (NSW DET), NSW Aboriginal Education Consultative Group Inc., the Aboriginal Studies Association, and the Australian Council of Deans. This paper presents the findings emanating from the quantitative component of the study, which aimed to: (a) critically evaluate the impact of preservice primary teacher education Aboriginal Studies courses on practising teachers' self-perceived abilities to appreciate, understand and effectively teach Aboriginal Studies, Aboriginal perspectives, and Aboriginal children in Australian schools; (b) compare and contract the self-perceptions of teachers who had undertaken a core or elective course in Aboriginal Studies in their initial teacher education course withe self-perceptions of teachers who had not undertaken such courses; (c) characterise participating teachers' initial teacher education courses in relation to the Aboriginal Studies content covered; and (d) identify teachers' perceptions of useful structure and content to consider including in future teacher education courses. Results demonstrate that preservice Aboriginal Studies courses do make a positive difference. Teachers who had undertaken such courses, in comparison with those who had not, reported knowing significantly more both about subject matter in relation to Aboriginal history, current issues and pedagogy for teaching Aboriginal Studies and about teaching Aboriginal students; significantly higher self-concepts in regards to their knowledge of Aboriginal Studies subject matter, their knowledge on how to teach Aboriginal Studies, and their overall ability to teach Aboriginal Studies and teach Aboriginal students effectively; and statistically significant higher self-concepts in relation to their ability to teach Aboriginal students and their enjoyment thereof. Preservice Aboriginal Studies teacher education courses were also found to impact more on cognitive components of self-concept (feelings of competence) rather than affective components of self-concept (enjoyment of teaching and learning about Aboriginal Studies). The study also found that the Aboriginal Studies courses currently available to preservice teachers would benefit from review and refinement to better meet the needs of teachers and schools