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

Robyn Jorgensen Zevenbergen

doi:10.1007/978-981-15-2821-7_9

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

Robyn Jorgensen Zevenbergen

Research output: A Conference proceeding or a Chapter in Book › Other chapter contribution › peer-review

1 Citation (Scopus)

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 language	English
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
Publisher	Springer
Chapter	9
Pages	155-173
Number of pages	19
ISBN (Electronic)	9789811528217
ISBN (Print)	9789811528200
DOIs	https://doi.org/10.1007/978-981-15-2821-7_9
Publication status	Published - 1 Jan 2020

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‘quality’ STEM leaders in remote Indigenous contexts: Creating pedagogical capital. / Jorgensen Zevenbergen, Robyn.
STEM Education Across the Learning Continuum: Early Childhood to Senior Secondary. ed. / Amy MacDonald; Lena Danaia; Steve Murphy. Singapore: Springer, 2020. p. 155-173.

Research output: A Conference proceeding or a Chapter in Book › Other chapter contribution › peer-review

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

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