Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities

The purpose of this research was to examine the experiences of First Nations student teachers living in isolated communities who were enrolled in a Native Teacher Education Program (NTEP). Tinto's (1975) model of dropping out/persistence provided the theoretical framework for the study. Mixed q...

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Main Author: Duquette, Cheryll
Format: Article in Journal/Newspaper
Language:English
Published: UBC Faculty of Education 2021
Subjects:
Online Access:http://ojs.library.ubc.ca/index.php/CJNE/article/view/195890
https://doi.org/10.14288/cjne.v24i2.195890
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spelling ftubcjournals:oai:ojs.library.ubc.ca:article/195890 2023-05-15T16:15:11+02:00 Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities Duquette, Cheryll 2021-10-21 application/pdf http://ojs.library.ubc.ca/index.php/CJNE/article/view/195890 https://doi.org/10.14288/cjne.v24i2.195890 eng eng UBC Faculty of Education http://ojs.library.ubc.ca/index.php/CJNE/article/view/195890/191812 http://ojs.library.ubc.ca/index.php/CJNE/article/view/195890 doi:10.14288/cjne.v24i2.195890 Copyright (c) 2021 Canadian Journal of Native Education Canadian Journal of Native Education; Vol. 24 No. 2 (2000) 0710-1481 10.14288/cjne.v24i2 Teacher Isolated Communities info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Peer-reviewed Article 2021 ftubcjournals https://doi.org/10.14288/cjne.v24i2.195890 https://doi.org/10.14288/cjne.v24i2 2023-01-04T07:51:04Z The purpose of this research was to examine the experiences of First Nations student teachers living in isolated communities who were enrolled in a Native Teacher Education Program (NTEP). Tinto's (1975) model of dropping out/persistence provided the theoretical framework for the study. Mixed qualitative methods were used to collect data. It was found that most of the graduating students had considered withdrawing from the program. Reasons for remaining in the NTEP supported Tinto's model: stu­ dents possessed specific personal qualities, they felt comfortable in the academic milieu, and they were socially connected with peers and had the support of family and friends. Article in Journal/Newspaper First Nations Open Access Journal Hosting (University of British Columbia)
institution Open Polar
collection Open Access Journal Hosting (University of British Columbia)
op_collection_id ftubcjournals
language English
topic Teacher
Isolated Communities
spellingShingle Teacher
Isolated Communities
Duquette, Cheryll
Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities
topic_facet Teacher
Isolated Communities
description The purpose of this research was to examine the experiences of First Nations student teachers living in isolated communities who were enrolled in a Native Teacher Education Program (NTEP). Tinto's (1975) model of dropping out/persistence provided the theoretical framework for the study. Mixed qualitative methods were used to collect data. It was found that most of the graduating students had considered withdrawing from the program. Reasons for remaining in the NTEP supported Tinto's model: stu­ dents possessed specific personal qualities, they felt comfortable in the academic milieu, and they were socially connected with peers and had the support of family and friends.
format Article in Journal/Newspaper
author Duquette, Cheryll
author_facet Duquette, Cheryll
author_sort Duquette, Cheryll
title Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities
title_short Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities
title_full Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities
title_fullStr Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities
title_full_unstemmed Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities
title_sort becoming a teacher: experiences of first nations student teachers in isolated communities
publisher UBC Faculty of Education
publishDate 2021
url http://ojs.library.ubc.ca/index.php/CJNE/article/view/195890
https://doi.org/10.14288/cjne.v24i2.195890
genre First Nations
genre_facet First Nations
op_source Canadian Journal of Native Education; Vol. 24 No. 2 (2000)
0710-1481
10.14288/cjne.v24i2
op_relation http://ojs.library.ubc.ca/index.php/CJNE/article/view/195890/191812
http://ojs.library.ubc.ca/index.php/CJNE/article/view/195890
doi:10.14288/cjne.v24i2.195890
op_rights Copyright (c) 2021 Canadian Journal of Native Education
op_doi https://doi.org/10.14288/cjne.v24i2.195890
https://doi.org/10.14288/cjne.v24i2
_version_ 1766000904223326208