Developing 'quality' teachers in remote indigenous contexts: Numeracy leaders

Robyn JORGENSEN

Research output: A Conference proceeding or a Chapter in BookConference contribution

Abstract

Remote Indigenous education is challenged by many factors one of which is the attraction and retention of quality teachers to work in hard-to-staff schools. In this paper, I explore how successful remote schools have worked with the significant challenge – ensuring quality and rich mathematics learning for Indigenous students Building the skills of beginning teachers to work in these schools is the focus of this paper. Building a culture across the school in which early career teachers negotiate their new context and develop a sense of identity as beginning teachers has been achieved at many schools through the deployment of a numeracy leader
Original languageEnglish
Title of host publicationMathematics Education and Life at Times of Crisis: Proceedings of the Ninth International Mathematics Education and Society Conference
EditorsAnna Chronaki
Place of PublicationVolos, Greece
PublisherUniversity of Thessaly Press
Pages569-579
Number of pages11
Volume2
ISBN (Print)9789609439497
Publication statusPublished - 2017
Event9th Mathematics Education and Society Conference - Volos, Greece
Duration: 7 Apr 201712 Apr 2017

Conference

Conference9th Mathematics Education and Society Conference
CountryGreece
CityVolos
Period7/04/1712/04/17

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JORGENSEN, R. (2017). Developing 'quality' teachers in remote indigenous contexts: Numeracy leaders. In A. Chronaki (Ed.), Mathematics Education and Life at Times of Crisis: Proceedings of the Ninth International Mathematics Education and Society Conference (Vol. 2, pp. 569-579). Volos, Greece: University of Thessaly Press.