Conversations about wellness and support in an aboriginal teacher education program
Traditional Indigenous societies had intact ways of teaching, learning, and education. After contact with non-Indigenous peoples, educational orientations and practices which respect and reflect Aboriginal context, community, and culture were influenced and changed. In the present context, Métis and...
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University of Saskatchewan
2011
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ftusaskatchewan:oai:harvest.usask.ca:10388/etd-07202011-112836 2023-05-15T16:16:40+02:00 Conversations about wellness and support in an aboriginal teacher education program Legare, Louise Marie Carr-Stewart, Sheila Kovach, Margaret Renihan, Patrick Wilson, Alexandra Stelmach, Bonnie Gaywish, Rainey June 2011 http://hdl.handle.net/10388/etd-07202011-112836 en_US eng University of Saskatchewan http://hdl.handle.net/10388/etd-07202011-112836 TC-SSU-07202011112836 Teacher education Adult and higher education text Thesis 2011 ftusaskatchewan 2022-01-17T11:51:49Z Traditional Indigenous societies had intact ways of teaching, learning, and education. After contact with non-Indigenous peoples, educational orientations and practices which respect and reflect Aboriginal context, community, and culture were influenced and changed. In the present context, Métis and First Nations peoples in Canada have been in the process of reclaiming educational authority of their children and youth. One way that this educational authority has more recently been realized is through the establishment of Aboriginal Teacher Education Programs (ATEPs) where Aboriginal individuals are being prepared to be teachers for the teaching profession. Aboriginal TEPs are distinct entities within university teacher preparation programs. Aboriginal TEPs are unique in approach and functioning and reflect the ideological orientations and practices of the Aboriginal communities in which they are situated. This study explored the understandings of both Aboriginal and non-Aboriginal staff and faculty in relation to wellness and support within the Saskatchewan Urban Native Teacher Education Program (SUNTEP), in Prince Albert, Saskatchewan, Canada. This is a case study of one site. The findings provide a meaningful conception of the functions of wellness and support at the research site and were described from the participants primarily as relationships with self, family, and community. Thesis First Nations University of Saskatchewan: eCommons@USASK Canada |
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Open Polar |
collection |
University of Saskatchewan: eCommons@USASK |
op_collection_id |
ftusaskatchewan |
language |
English |
topic |
Teacher education Adult and higher education |
spellingShingle |
Teacher education Adult and higher education Legare, Louise Marie Conversations about wellness and support in an aboriginal teacher education program |
topic_facet |
Teacher education Adult and higher education |
description |
Traditional Indigenous societies had intact ways of teaching, learning, and education. After contact with non-Indigenous peoples, educational orientations and practices which respect and reflect Aboriginal context, community, and culture were influenced and changed. In the present context, Métis and First Nations peoples in Canada have been in the process of reclaiming educational authority of their children and youth. One way that this educational authority has more recently been realized is through the establishment of Aboriginal Teacher Education Programs (ATEPs) where Aboriginal individuals are being prepared to be teachers for the teaching profession. Aboriginal TEPs are distinct entities within university teacher preparation programs. Aboriginal TEPs are unique in approach and functioning and reflect the ideological orientations and practices of the Aboriginal communities in which they are situated. This study explored the understandings of both Aboriginal and non-Aboriginal staff and faculty in relation to wellness and support within the Saskatchewan Urban Native Teacher Education Program (SUNTEP), in Prince Albert, Saskatchewan, Canada. This is a case study of one site. The findings provide a meaningful conception of the functions of wellness and support at the research site and were described from the participants primarily as relationships with self, family, and community. |
author2 |
Carr-Stewart, Sheila Kovach, Margaret Renihan, Patrick Wilson, Alexandra Stelmach, Bonnie Gaywish, Rainey |
format |
Thesis |
author |
Legare, Louise Marie |
author_facet |
Legare, Louise Marie |
author_sort |
Legare, Louise Marie |
title |
Conversations about wellness and support in an aboriginal teacher education program |
title_short |
Conversations about wellness and support in an aboriginal teacher education program |
title_full |
Conversations about wellness and support in an aboriginal teacher education program |
title_fullStr |
Conversations about wellness and support in an aboriginal teacher education program |
title_full_unstemmed |
Conversations about wellness and support in an aboriginal teacher education program |
title_sort |
conversations about wellness and support in an aboriginal teacher education program |
publisher |
University of Saskatchewan |
publishDate |
2011 |
url |
http://hdl.handle.net/10388/etd-07202011-112836 |
geographic |
Canada |
geographic_facet |
Canada |
genre |
First Nations |
genre_facet |
First Nations |
op_relation |
http://hdl.handle.net/10388/etd-07202011-112836 TC-SSU-07202011112836 |
_version_ |
1766002520547655680 |