Professional learning on teacher awareness of Aboriginal cultural knowledge and its impact on teaching

Nina Burridge, Geoffrey Paul Riordan, Peter Aubusson, Chris Evans, Karen Vaughan, Suzanne Kenney, Andrew Chodkiewicz

Research output: Book/ReportCommissioned reportpeer-review


The aims of the study were to describe how well the teacher professional development project was implemented and to investigate the impact of the program on teacher and student learning. The evaluation used a mixed method approach including a literature review, interviews and focus group discussions, school visits and seven in-depth case studies. The study also drew on the results of two teacher surveys in 2007 and 2008 to explore how teachers’ pedagogical practices changed as a result of the program. The report focused mainly on the impact of the professional learning for teachers in the case studies. The authors found that all teachers valued the focus on professional learning and the time allowed during the project for reflection on their pedagogical practices and to work in action learning teams to improve their teaching practice. They concluded that a collaborative team based approach, supported by Departmental project team and an academic partner, was an effective method of enabling whole school change to develop teachers' and students' knowledge and skills in addressing issues related to Aboriginal education.
Original languageEnglish
Place of PublicationSydney
PublisherSydney University of Technology
Commissioning bodyNSW Department of Education. Australian Government Quality Teaching Program
Number of pages109
ISBN (Print)9781863657242
Publication statusPublished - 2009
Externally publishedYes


Dive into the research topics of 'Professional learning on teacher awareness of Aboriginal cultural knowledge and its impact on teaching'. Together they form a unique fingerprint.

Cite this