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Developing a STEAM Curriculum of Place for Teacher Candidates: Integrating Environmental Field Studies and Indigenous Knowledge Systems

  • Kevin O’ConnorEmail author
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Abstract

Through my relationships with Indigenous communities, I have a deeply held conviction that sustained deliberations on the connections between Indigenous knowledge systems and place-based thinking can provide significant opportunities for reframing teacher education practices. As a science teacher educator, I am interested in the possibilities of a teacher education program based on the principles of “place-based education” that assists teacher candidates to become better able to learn from a science curriculum of place. The purpose of this research is to investigate how teacher candidates’ experiences in environmental place-based field studies with community partners can inform an integrated STEAM practicum semester based on a curriculum of place.

Keywords

STEAM education Teacher education Place-based learning Theory and practice Integration Indigenous knowledge Critical pedagogy Self-study School-university partnerships 

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© Springer Nature Singapore Pte Ltd. 2020

Authors and Affiliations

  1. 1.Department of EducationMount Royal UniversityCalgaryCanada

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