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.
|Title of host publication||STEM Education Across the Learning Continuum|
|Subtitle of host publication||Early Childhood to Senior Secondary|
|Editors||Amy MacDonald, Lena Danaia, Steve Murphy|
|Place of Publication||Singapore|
|Number of pages||19|
|Publication status||Published - 1 Jan 2020|