Australia’s teachers are predominantly Australian-born, female, and non-Indigenous. Most hail from middle-class backgrounds with urban upbringings, and are less likely to have disabilities.
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For Indigenous literature courses to be successful, Indigenous cultural safety must be centred, and commitment to teacher professional development is a must.
Looser requirements for teacher certification don’t fix teachers’ problems, which are low pay, high workload and lack of respect.
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Kontributor teratas
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Director, Field Experience (Community-Based), Werklund School of Education, University of Calgary
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Associate professor, Department of Educational Studies, Brock University
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Assistant Professor in Curriculum, Teaching and Learning, Ontario Institute for Studies in Education, University of Toronto
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Professor, Faculty of Education, Memorial University of Newfoundland
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Associate Professor of Education Leadership, University of South Carolina
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Associate Professor of Education, Iowa State University
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Professor of Learning Intervention, The University of Melbourne
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Honorary Research Fellow, Melbourne Graduate School of Education, The University of Melbourne
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Senior Lecturer, Education Policy and Leadership, The University of Melbourne
