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CRICOS No. 00213J a university for the world real R More Aboriginal and Torres Strait Islander Teachers Initiative Dr Jo Lampert Dr Bruce Burnett (Professor Wendy Patton, Anita Lee Hong, Professor Annette Patterson) MATSITI – ACDE: Retention and graduation of Aboriginal and Torres Strait Islander students in initial Teacher Education programs: A preliminary discussion of the research

Retention and graduation in initial teacher education

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Retention and graduation of Aboriginal and Torrres Strait Islander students in initial teacher education Jo Lampert and Bruce Burnett, Queensland University of Technology Presentation at Yamaiyamarna Paitya | Teachers are deadly! 2012 national MATSITI conference, July 9-11, Tarndanya (Adelaide), 9-11 July. More Aboriginal and Torres Strait Islander Teachers Initiative.

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Page 1: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

More Aboriginal and Torres Strait Islander Teachers Initiative

Dr Jo Lampert Dr Bruce Burnett

(Professor Wendy Patton, Anita Lee Hong, Professor Annette Patterson)

MATSITI – ACDE: Retention and graduation of Aboriginal and Torres Strait Islander students in initial Teacher Education programs: A preliminary discussion of the research

Page 2: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

Australian Council of Deans of Education component of the MATSITI project

Stage 1: Literature ReviewStage 2: Institutional scans (qualitative and quantitative) Stage 3: Interviews and data collection at key sites Stage 4: Institutional Action Plans

ACDE Video

Page 3: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education: a review of the literature

Page 4: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

Barriers Overview of literature Financial hardship Poverty and impact on entry (imp. of scholarships, etc.), literacy

and numeracy, opportunity, retention in programs Academic skills Bridging and tertiary prep, academic skills, benefits of ITAS;

Language related issues (as impacting on remote TE programs) Personal issues “discomfort, loneliness, homesickness, anxiety, depression...”;

significance of mentors and Indigenous Centres Whiteness of Faculty Universities as white institutions; ‘cross cultural experience’ for

students; Social/ cultural isolation/marginalisation Some discussion of Indigenous pedagogies – teaching understood differently Indigenous standpoint

Points in red have been highlighted in interviews as well

Page 5: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

• “ I remember sitting in a lecture on the first day thinking oh my God! I cried for three days”.

• “Things have improved since they have offered sessions in things like Blackboard. The transition is the hardest thing”.

• “ They should be more flexible with lending books … the mail is really an issue where I live and it’s a trust issue. We’re adults”.

• “ I wish there was better understanding of cultural issues, like when I have to attend a funeral”.

Page 6: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

Barriers Overview of literature Cultural issues Issues around ‘cultural safety’

Culturally appropriate/ responsive pedagogy; *Indigenous perspectives* Racism Clash of priorities: family responsibilities, relationship, ‘making a difference’ ‘Indigenous learning styles’ misunderstood as cognitive rather than about cultural priorities

Institutional Practices Course progression, definitions of ‘failure’ and success, university timelines Experiences on practicum Sparse literature here on how Aboriginal and Torres Strait Islander

students experience prac Lack of familiarity with institutional procedure

Mixed reports on why scholarships go untaken ‘first-in-family’

Lack of awareness/sensitivity amongst non-Indigenous faculty

Reports of racism; lack of familiarity or training of both academic and professional staff as well as fellow students

Page 7: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

• “We have to hammer it home that students are doing the same course as everyone else”

• “In first year they just assume everyone is on the same playing field”.

• “These students are responsible members of their communities. They have way more responsibilities than lots of other students”.

Page 8: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

What works? Significance of partnerships Between faculties and Indigenous Centres

Between Indigenous and non-Indigenous faculty Between Faculty and communities

Significance of Indigenous support Indigenous centres, Indigenous Faculty members, sustained Indigenous leadership within faculties; tensions between Faculties and Indigenous Support units

Indigenous employment issues Indigenous faculty, sustainability of appointments

Page 9: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

• “The support really varies. Some of us barely ever see our tutors and others know the content really well. The best tutors know their content and can really help us. “

Page 10: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

Programmatic Data (Indigenous specific)

ALL QUEENSLAND UNIVERSITIES - SUMMARY

COURSE ENROLMENTS 2007 2008 2009 2010 2011 2012 (Preliminary)

Total (All Students in Education courses) 14766 13807 13714 14110 13831 8845

Total (Indigenous Students) 302 300 296 283 303 216

Indigenous % 2.05% 2.17% 2.16% 2.01% 2.19% 2.44%

Indigenous Students: Place in course            

Commencing 162 123 128 112 112 87

Course Completions 44 68 58 33 35 2

Indigenous Students: Level/Type of Course            

4-Year Degree            

Early Childhood (please select from the following) 0 0 0 0 0 0

EC - 0 to 5 years 0 0 0 0 0 0

EC - 0 to 8 years 31 31 25 35 45 46

Combined EC/Primary 25 15 15 14 14 17

Primary 130 135 100 125 129 79

Middle School and/or K-12 17 15 7 5 1 1

Secondary 79 68 51 60 76 64

Other Major or No Major 1 8 58 13 11 7

Graduate Entry            

Early Childhood (please select from the following) 0 0 0 0 0 0

EC - 0 to 5 years 0 0 0 0 0 0

EC - 0 to 8 years 1 0 0 1 0 0

Combined EC/Primary 2 0 6 6 0 4

Primary 2 2 2 3 6 2

Middle School and/or K-12 3 2 0 0 0 1

Secondary 8 7 14 7 9 6

Other Major or No Major 3 4 2 4 5 3

Indigenous Students: Gender            

Male 62 66 68 58 64 38

Female 240 234 228 225 239 178

Indigenous Students: Age group            

School Leavers (age 17/18) 14 23 21 14 22 20

Age 19-24 132 130 128 124 134 90

Age 25+ 161 150 149 149 154 109

Indigenous Students: Study Mode            

On-campus 196 180 179 160 173 104

Off-campus 53 46 44 56 61 30

Mixed Mode 49 57 63 53 57 0

Basis of Entry            

ATAR 5 2 2 5 1 7

Indigenous Pathway/Entry program 4 4 5 5 5 4

TAFE qualification 6 4 4 5 6 3

Other 19 18 17 17 16 14

Page 11: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

QLD

NSW

Vic & Tas

SA & NT WA

Number of students studying ITE in 2007

QLD

NSW

Vic & Tas

SA & NT WA

Number of Indigenous students studying ITE in 2007

QLD

NSW

Vic & Tas

SA & NT WA

Total Population Distribution 2006 Census

QLD

NSWVic & Tas

SA & NT

WA

Indigenous Population Distribution 2006 Census

Page 12: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

QLD19%

NSW42%

Vic & Tas19%

SA & NT9%

WA11%

Number of Students studying ITE in 2009

QLD19%

NSW42%

Vic & Tas19%

SA & NT9%

WA11%

Number of Students studying ITE in 2010

QLD20%

NSW52%

Vic & Tas12%

SA & NT12%

WA4%

Number of Indigenous Students studying ITE in 2009

QLD19%

NSW52%

Vic & Tas12%

SA & NT12%

WA4%

Number of Indigenous Students studying ITE in 2010

Page 13: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

QLD

NSW

Vic & Tas

SA & NT WA

Number of students studying ITE in 2011

QLD

NSW

Vic & Tas

SA & NTWA

Number of Indigenous students studying ITE in 2011

QLD

NSW

Vic & Tas

SA & NT WA

Total Population Distribution 2006 Census

QLD

NSWVic & Tas

SA & NT

WA

Indigenous Population Distribution 2006 Census

Page 14: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

2006 2007 2008 2009 2010 2011 20120.00%

0.50%

1.00%

1.50%

2.00%

2.50%

3.00%

Percentage Indigenous students studying ITE

QLD

NSW

Vic & Tas

SA & NT

WA

Australia

Year

Per

cen

tag

e

2006 2007 2008 2009 2010 2011 20120%

20%

40%

60%

80%

100%

120%

140%

160%

Percentage Indigenous population studying ITE compared to the percentage of Indigenous people in each state

QLD

NSW

Vic & Tas

SA & NT

WA

Australia

Year

Per

cen

tag

e

Page 15: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

Early Childhood (please select

from the follow-ing)

EC - 0 to 5 years

EC - 0 to 8 years

Combined EC/Primary

Primary Middle School and/or K-12

Secondary Other0

100

200

300

400

500

600

Australia Wide Distribution

2007

2008

2009

2010

2011

Page 16: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

EC - 0 to 5 years EC - 0 to 8 years Combined EC/Primary

Primary Middle School and/or K-12

Secondary Other0

10

20

30

40

50

60

70

80

90

100

Australia Wide choice of ITE Major

2007

2008

2009

2010

2011

Page 17: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

2007 2008 2009 2010 20110

200

400

600

800

1000

1200

1400

Australia Wide Gender Distribution

Male

Female

Page 18: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

2007 2008 2009 2010 20110

100

200

300

400

500

600

700

800

900

Australia Wide Indigenous Student Age Distribution

School Leavers (age 17/18)

Age 19-24

Age 25+

Page 19: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

2007 2008 2009 2010 20110

100

200

300

400

500

600

700

800

900

Indigenous Students Study Mode

On-campus

Off-campus

Page 20: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

2007 2008 2009 2010 20110

100

200

300

400

500

600

700

Australia Wide Course Completions

Commencing

Course Completions

Page 21: Retention and graduation in initial teacher education

CRICOS No. 00213Ja university for the worldrealR

Stage 3 of project (Interviews)

• A number of sites selected across Australia the basis of:– significant number of Indigenous preservice students or a

distinctive program within a particular institution– regional vs. urban– mainstream vs. cohort– remote/community-based