Abstract
The Quality Teaching Indigenous Project school studies described in the previous chapters focused on improving teacher quality in the development and delivery of innovative curriculum strategies for teaching Aboriginal histories and cultures in Australian schools. This federally funded initiative, administered by the state education department impacted on many students (Aboriginal and non Aboriginal) and teachers in twenty schools as they engaged in a journey of learning about, and improving their understanding of, Aboriginal histories and culture. The school studies provide evidence of empowering communities to work together to design authentic, culturally responsive pedagogical practices for all students. The project drew upon the NSW Department of Education’s Quality Teaching Model (QTP) to frame the discussion on quality teaching. The implementation of Quality Teaching supported the development of student centred pedagogical practices that reflected creative and innovative integration of local Aboriginal histories and cultures. These practices represented new approaches in each school as they utilised new technologies and focused in particular, on promoting student engagement, high order thinking, substantive communication between students and teachers and the importance of holding high expectations for student achievement (NSW DET, 2003).
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Burridge, N., Chodkiewicz, A. (2012). The Journey Continues. In: Burridge, N., Whalan, F., Vaughan, K. (eds) Indigenous Education. Transgressions, vol 86. SensePublishers, Rotterdam. https://doi.org/10.1007/978-94-6091-888-9_12
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DOI: https://doi.org/10.1007/978-94-6091-888-9_12
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