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Pathways for Yolŋu Teachers.

This MATSITI funded project evolved as a partnership between Charles Darwin University School of Education and the Northern Territory Education Department.

The overarching aim of the research was to develop a better understanding of the employment outcomes for remote Indigenous teacher education students.

Remote Indigenous trainees are atypical of most Australian teacher education students and their programs need to recognise and structure learning experiences around a range of factors including: cultural and kinship obligations and community responsibilities; seasonal and climatic conditions; and, language and literacy needs associated with English which may be their second, third or fourth language, and which may not be the primary language used in the home community.

Read the reports from the project:

Listening differently: an exploration of grey literature about Aboriginal teacher education in the Top End of the Northern Territory (PDF)

Pathways for Yolŋu Teachers: rethinking initial teacher education (ITE) on country (PDF)

Key messages for systems, teacher education institutions and educators (PDF)

Key Messages and Yolŋu responses (PDF)

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