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dc.contributor.authorJorgensen, Robynen_US
dc.contributor.authorGrootenboer, Peteren_US
dc.contributor.authorNiesche, Richarden_US
dc.contributor.authorLerman, Stephenen_US
dc.date.accessioned2017-05-03T15:28:56Z
dc.date.available2017-05-03T15:28:56Z
dc.date.issued2010en_US
dc.date.modified2010-12-21T06:51:52Z
dc.identifier.issn1359866Xen_US
dc.identifier.doi10.1080/13598661003677580en_AU
dc.identifier.urihttp://hdl.handle.net/10072/35388
dc.description.abstractThe poor performance of Australian Indigenous students in mathematics is a complex and enduring issue that needs a range of strategies to enable success in schooling for these students. Importantly, large numbers of teachers in remote Indigenous contexts are new graduates who, although full of enthusiasm, lack experience. Similarly, many of them are unfamiliar with the demands and nuances of teaching in remote and/or Indigenous contexts. This paper explores the nexus between the beliefs and practices of teachers working in a remote, Indigenous region of Australia. In particular, it proposes that the discrepancy between beliefs and practices found in the reconnaissance phase of a design study is due to the teachers realising that they need to implement changed practices to enable students to learn but having little knowledge of what such practices may look like. This finding has implications for pre-service and in-service teacher education.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherRoutledgeen_US
dc.publisher.placeAustraliaen_US
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom161en_US
dc.relation.ispartofpageto175en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAsia-Pacific Journal of Teacher Educationen_US
dc.relation.ispartofvolume38en_US
dc.rights.retentionYen_AU
dc.subject.fieldofresearchMathematics and Numeracy Curriculum and Pedagogyen_US
dc.subject.fieldofresearchcode130208en_US
dc.titleChallenges for teacher education: the mismatch between beliefs and practice in remote Indigenous contextsen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.date.issued2010
gro.hasfulltextNo Full Text


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