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Retention and graduation in initial teacher education
 

Retention and graduation in initial teacher education

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Retention and graduation of Aboriginal and Torrres Strait Islander students in initial teacher education ...

Retention and graduation of Aboriginal and Torrres Strait Islander students in initial teacher education
Jo Lampert and Bruce Burnett, Queensland University of Technology

Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July.
More Aboriginal and Torres Strait Islander Teachers Initiative.

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  • JO to talk about this section JCU – long history of involvement with Indigenous teacher educationFirst RATEP (remote area teacher education programs – TAFE then to JCU)Community based with a high success rate for graduatesEarly career pathway strategies (support staff in schools moved into BE)Remote online programson-campus study blocksDelivered to Torris strait Islanders – TI

Retention and graduation in initial teacher education Retention and graduation in initial teacher education Presentation Transcript

  • More Aboriginal and Torres Strait Islander Teachers InitiativeMATSITI – ACDE: Retention and graduation ofAboriginal and Torres Strait Islander students in initialTeacher Education programs: A preliminary discussionof the research Dr Jo Lampert Dr Bruce Burnett (Professor Wendy Patton, Anita Lee Hong, Professor Annette Patterson) R a university for the real world CRICOS No. 00213J
  • Australian Council of Deans of Educationcomponent of the MATSITI projectStage 1: Literature ReviewStage 2: Institutional scans (qualitative and quantitative)Stage 3: Interviews and data collection at key sitesStage 4: Institutional Action PlansACDE Video R a university for the real world CRICOS No. 00213J
  • Retention and graduation of Aboriginal and Torres Strait Islander students ininitial teacher education: a review of the literatureUrban, rural, remote Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education: a review of theMainstream, cohort literature (participation, retention, support)Theme Overview of literatureSignificance of attracting and retaining Indigenous (over fifteen recent Gov‟t reports) Leadership, equity and social inclusion (WP), Provision of employment pathways, significance of roleteachers –why does it matter? models, Closing the Gap, significance to embedding of Indigenous perspectives; „cultural brokers‟BarriersFinancial hardship Poverty and impact on entry (imp. of scholarships, etc.), literacy and numeracy, opportunity, retention in programsPersonal issues “discomfort, loneliness, homesickness, anxiety, depression...”; significance of mentors and Indigenous CentresAcademic skills Bridging and tertiary prep, academic skills, benefits of ITAS; Language related issues (as impacting on remote TE programs)Whiteness of Faculty Universities as white institutions; „cross cultural experience‟ for students; Social/ cultural isolation/marginalisation Some discussion of Indigenous pedagogies – teaching understood differently Indigenous standpointCultural issues Issues around „cultural safety‟ Racism Culturally appropriate/ responsive pedagogy; *Indigenous perspectives*, Clash of priorities: family responsibilities, relationship, „making a difference‟ „Indigenous learning styles‟ misunderstood as cognitive rather than about cultural prioritiesInstitutional Practices Course progression, definitions of „failure‟ and success, university timelinesExperiences on practicum Sparse literature here on how Aboriginal and Torres Strait Islander students experience pracLack of familiarity with institutional procedure Mixed reports on why scholarships go untaken „first-in-family‟Lack of awareness/sensitivity amongst non- Reports of racism; lack of familiarity or training of both academic and professional staff as well as fellow studentsIndigenous facultyWhat works?Significance of partnerships Between faculties and Indigenous Centres Between Indigenous and non-Indigenous faculty Between Faculty and communitiesSignificance of Indigenous support Indigenous centres, Indigenous Faculty members, sustained Indigenous leadership within faculties; tensions between Faculties and Indigenous Support unitsIndigenous employment issues Indigenous faculty, sustainability of appointmentsCohort Programs Significance to communities, pathways, better completion rates, struggle to prove credibility, instable funding, issues related to online learning R a university for the real world CRICOS No. 00213J
  • Barriers Overview of literatureFinancial hardship Poverty and impact on entry (imp. of scholarships, etc.), literacy and numeracy, opportunity, retention in programsAcademic skills Bridging and tertiary prep, academic skills, benefits of ITAS; Language related issues (as impacting on remote TE programs)Personal issues “discomfort, loneliness, homesickness, anxiety, depression...”; significance of mentors and Indigenous CentresWhiteness of Faculty Universities as white institutions; „cross cultural experience‟ for students; Social/ cultural isolation/marginalisation Some discussion of Indigenous pedagogies – teaching understood differently Indigenous standpoint Points in red have been highlighted in interviews as well R a university for the real world CRICOS No. 00213J
  • • “ I remember sitting in a lecture on the first day thinking oh my God! I cried for three days”.• “Things have improved since they have offered sessions in things like Blackboard. The transition is the hardest thing”.• “ They should be more flexible with lending books … the mail is really an issue where I live and it’s a trust issue. We’re adults”.• “ I wish there was better understanding of cultural issues, like when I have to attend a funeral”. R a university for the real world CRICOS No. 00213J
  • Barriers Overview of literatureCultural issues Issues around „cultural safety‟ Culturally appropriate/ responsive pedagogy; *Indigenous perspectives* Racism Clash of priorities: family responsibilities, relationship, „making a difference‟ „Indigenous learning styles‟ misunderstood as cognitive rather than about cultural prioritiesInstitutional Practices Course progression, definitions of „failure‟ and success, university timelinesExperiences on practicum Sparse literature here on how Aboriginal and Torres Strait Islander students experience pracLack of familiarity with Mixed reports on why scholarships go untakeninstitutional procedure „first-in-family‟Lack of awareness/sensitivity Reports of racism; lack of familiarity or training of both academic andamongst non-Indigenous professional staff as well as fellow studentsfaculty R a university for the real world CRICOS No. 00213J
  • • “We have to hammer it home that students are doing the same course as everyone else”• “In first year they just assume everyone is on the same playing field”.• “These students are responsible members of their communities. They have way more responsibilities than lots of other students”. R a university for the real world CRICOS No. 00213J
  • What works?Significance of partnerships Between faculties and Indigenous Centres Between Indigenous and non-Indigenous faculty Between Faculty and communitiesSignificance of Indigenous support Indigenous centres, Indigenous Faculty members, sustained Indigenous leadership within faculties; tensions between Faculties and Indigenous Support unitsIndigenous employment issues Indigenous faculty, sustainability of appointmentsCohort Programs Significance to communities, pathways, better completion rates, struggle to prove credibility, instable funding, issues related to online learning R a university for the real world CRICOS No. 00213J
  • • “The support really varies. Some of us barely ever see our tutors and others know the content really well. The best tutors know their content and can really help us. “ R a university for the real world CRICOS No. 00213J
  • Programmatic Data (Indigenous specific)ALL QUEENSLAND UNIVERSITIES - SUMMARYCOURSE ENROLMENTS 2007 2008 2009 2010 2011 2012 (Preliminary)Total (All Students in Education courses) 14766 13807 13714 14110 13831 8845Total (Indigenous Students) 302 300 296 283 303 216Indigenous % 2.05% 2.17% 2.16% 2.01% 2.19% 2.44%Indigenous Students: Place in courseCommencing 162 123 128 112 112 87Course Completions 44 68 58 33 35 2Indigenous Students: Level/Type of Course4-Year DegreeEarly Childhood (please select from the following) 0 0 0 0 0 0EC - 0 to 5 years 0 0 0 0 0 0EC - 0 to 8 years 31 31 25 35 45 46Combined EC/Primary 25 15 15 14 14 17Primary 130 135 100 125 129 79Middle School and/or K-12 17 15 7 5 1 1Secondary 79 68 51 60 76 64Other Major or No Major 1 8 58 13 11 7Graduate EntryEarly Childhood (please select from the following) 0 0 0 0 0 0EC - 0 to 5 years 0 0 0 0 0 0EC - 0 to 8 years 1 0 0 1 0 0Combined EC/Primary 2 0 6 6 0 4Primary 2 2 2 3 6 2Middle School and/or K-12 3 2 0 0 0 1Secondary 8 7 14 7 9 6Other Major or No Major 3 4 2 4 5 3Indigenous Students: GenderMale 62 66 68 58 64 38Female 240 234 228 225 239 178Indigenous Students: Age groupSchool Leavers (age 17/18) 14 23 21 14 22 20Age 19-24 132 130 128 124 134 90Age 25+ 161 150 149 149 154 109Indigenous Students: Study ModeOn-campus 196 180 179 160 173 104Off-campus 53 46 44 56 61 30Mixed Mode 49 57 63 53 57 0Basis of EntryATAR 5 2 2 5 1 7Indigenous Pathway/Entry program 4 4 5 5 5 4TAFE qualification 6 4 4 5 6 3Other 19 18 17 17 16 14 R a university for the real world CRICOS No. 00213J
  • Number of students studying Number of Indigenous students ITE in 2007 studying ITE in 2007 SA & NT WA SA & NT WA QLD Vic & QLD Tas Vic & Tas NSW NSWTotal Population Distribution 2006 Indigenous Population Distribution Census 2006 Census SA & NT WA WA QLD QLD SA & NT Vic & Tas Vic & NSW Tas NSW R a university for the real world CRICOS No. 00213J
  • Number of Indigenous Students studying ITENumber of Students studying ITE in 2009 in 2009 WA SA & NT WA 4% 9% 11% QLD 19% SA & QLD NT 20% 12% Vic & Tas Vic & Tas 19% 12% NSW 42% NSW 52%Number of Students studying ITE in 2010 Number of Indigenous Students studying ITE in 2010 SA & NT WA WA 9% 11% QLD 4% 19% QLD SA & NT 19% 13% Vic & Tas Vic & Tas 19% 12% NSW 42% NSW 52% R a university for the real world CRICOS No. 00213J
  • Number of students studying Number of Indigenous students ITE in 2011 studying ITE in 2011 WA WA SA & NT SA & NT QLD QLD Vic & Tas Vic & Tas NSW NSWTotal Population Distribution 2006 Indigenous Population Distribution Census 2006 Census SA & NT WA WA QLD QLD SA & NT Vic & Tas Vic & NSW Tas NSW R a university for the real world CRICOS No. 00213J
  • Percentage Indigenous students studying ITE 3.00% 2.50% QLD 2.00% Percentage NSW 1.50% Vic & Tas SA & NT 1.00% WA 0.50% Australia 0.00% 2006 2007 2008 2009 2010 2011 2012 Year Percentage Indigenous population studying ITE compared to the percentage of Indigenous people in each state 160% 140% 120% QLD Percentage 100% NSW 80% Vic & Tas 60% SA & NT 40% WA 20% Australia 0% 2006 2007 2008 2009 2010 2011 2012 Year Ra university for the real world CRICOS No. 00213J
  • Australia Wide Distribution600500 2007400 2008300 2009 2010200 2011100 0 Early Childhood EC - 0 to 5 years EC - 0 to 8 years Combined Primary Middle School Secondary Other (please select EC/Primary and/or K-12 from the following) R a university for the real world CRICOS No. 00213J
  • Australia Wide choice of ITE Major10090807060 200750 2008 200940 2010 2011302010 0 EC - 0 to 5 years EC - 0 to 8 years Combined Primary Middle School Secondary Other EC/Primary and/or K-12 R a university for the real world CRICOS No. 00213J
  • Australia Wide Gender Distribution140012001000 800 Male 600 Female 400 200 0 2007 2008 2009 2010 2011 R a university for the real world CRICOS No. 00213J
  • Australia Wide Indigenous Student Age Distribution900800700600 School Leavers (age 17/18)500 Age 19-24400300 Age 25+200100 0 2007 2008 2009 2010 2011 R a university for the real world CRICOS No. 00213J
  • Indigenous Students Study Mode900800700600500 On-campus400 Off-campus300200100 0 2007 2008 2009 2010 2011 R a university for the real world CRICOS No. 00213J
  • Australia Wide Course Completions700600500400 Commencing Course Completions300200100 0 2007 2008 2009 2010 2011 R a university for the real world CRICOS No. 00213J
  • Stage 3 of project (Interviews)• A number of sites selected across Australia the basis of: – significant number of Indigenous preservice students or a distinctive program within a particular institution – regional vs. urban – mainstream vs. cohort – remote/community-based R a university for the real world CRICOS No. 00213J