Indigenous Teacher Education Programs: Supporting Indigenous Sovereignty through Indigenous Education
Bibliographic record
Abstract
Since the early 1970’s, the Indigenous peoples of Canada have partnered with post-secondary institutions to develop and deliver Indigenous Teacher Education Programs [ITEP], specifically to train and provincially accredit Indigenous teachers to develop and support community-based educational systems and schools. Building from a community’s knowledge, language, and traditional practices, Indigenous teachers are expected to deliver two distinct educational experiences; one that grounded in the community’s cultural worldviews, relationships, and philosophies and the other that delivers non-Indigenous knowledge and skills. Since that time, numerous changes to Indigenous Teacher Education Programs programming have occurred in relation to their structures, delivery formats and content, in response to changing provincial accreditation standards for teacher education, changes to the universities’ mainstream teacher education programs and the changing political and cultural dynamics of Indigenous communities. Although numerous Indigenous teachers have graduated from ITEPs, the rate of academic achievement at secondary and post-secondary levels of Indigenous peoples has not reached parity with Canada’s non-Indigenous population, most notably amongst the on-reserve population of Indigenous peoples in Canada. This case study of one Indigenous Teacher Education Program in central Ontario asked Indigenous graduates, faculty, and community educational leadership to define and articulate an understanding of how Indigenous Teacher Education Programs are perceived in relation to community and grassroots definitions of Indigenous education and the development of Indigenous certified teachers. The findings from this case study demonstrate that individuals involved with Indigenous Teacher Education continue to view ITEPs as essential partners in the development of teachers who can develop and deliver an Indigenous-centered education that is grounded in Indigenous knowledge systems, and to facilitate and strengthen connections to Indigenous philosophies, community relationships, and personal understandings of Indigeneity, wellbeing, and success. ITEPs train Indigenous peoples to become teachers who can critically examine pedagogies, build supportive and caring relationships, and to develop educational leadership capabilities for the implementation, maintenance and strengthening of sovereign Indigenous education systems.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.004 | 0.005 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.015 | 0.007 |
| Scholarly communication | 0.004 | 0.003 |
| Open science | 0.002 | 0.011 |
| Research integrity | 0.001 | 0.003 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".