‘quality’ STEM leaders in remote indigenous contexts: Creating pedagogical capital

Robyn Jorgensen Zevenbergen

Research output: A Conference proceeding or a Chapter in BookOther chapter contributionpeer-review

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 chapter, I explore how successful remote schools have worked with the significant challenge of ensuring quality and rich STEM learning for Indigenous students. Building the skills of beginning teachers to work in these schools is the focus of this paper. The notion of pedagogical capital provides the tool for analysis. While this chapter draws on the examples from a comprehensive numeracy project, the principles, issues and outcomes apply to STEM education more broadly.

Original languageEnglish
Title of host publicationSTEM Education Across the Learning Continuum
Subtitle of host publicationEarly Childhood to Senior Secondary
EditorsAmy MacDonald, Lena Danaia, Steve Murphy
Place of PublicationSingapore
PublisherSpringer
Chapter9
Pages155-173
Number of pages19
ISBN (Electronic)9789811528217
ISBN (Print)9789811528200
DOIs
Publication statusPublished - 1 Jan 2020

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