Abstract
This chapter presents the content and implementation of the professional development program, based on the four stages of the Developmental Trajectory of Understanding, adopted by the Farmingdale School District. The program utilized the progressive framework derived from prior research: in the summer, prior to the school year, new teachers attended a one-day session held in the Ronatahoni Cultural Museum in Akwesasne. Other district teachers were welcome to attend the training on a volunteer basis. Following the one-day experiential training session, teachers attended three follow-up sessions during the semester. This chapter follows these teachers’ evolving cultural awareness and understanding through interviews and group discussions.
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Williams, S.V., Cole, J.M. (2018). The Teacher Training Program: Content and Implementation. In: Native Cultural Competency in Mainstream Schooling. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-67795-8_8
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DOI: https://doi.org/10.1007/978-3-319-67795-8_8
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