Becoming a Teacher: Experiences of First Nations Student Teachers in Isolated Communities

Research examined the experiences of 14 student teachers living in isolated areas who completed the University of Ottawa's 2-year community-based Native teacher education program. Factors contributing to successful completion included a personal support network, program elements that fostered a...

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Bibliographic Details
Published in:Canadian journal of native education 2000-07, Vol.24 (2), p.134
Main Author: Duquette, Cheryll
Format: Article
Language:English
Subjects:
Academic Achievement
Academic Persistence
American Indian Education
Canada Natives
Classrooms
Colleges & universities
Collegiality
Community Relations
Coordinators
Cultural Maintenance
Distance Education
English (Second Language)
English Instruction
Family Characteristics
Family Influence
Foreign Countries
Geographic Isolation
Government (Administrative Body)
Higher Education
Individual Characteristics
Instructional Materials
Mentors
Native Language
Native teachers
Nontraditional Education
Ontario
Peer Groups
Persistence
Preservice Teacher Education
Program Administration
Role Models
Rural Education
Secondary Schools
Social Integration
Social Support Groups
Student Attitudes
Student College Relationship
Student Experience
Student Teachers
Teacher education
Teaching Skills
University of Ottawa (Canada)
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Summary:Research examined the experiences of 14 student teachers living in isolated areas who completed the University of Ottawa's 2-year community-based Native teacher education program. Factors contributing to successful completion included a personal support network, program elements that fostered a sense of social and institutional integration, and personal characteristics such as goal orientation and persistence. (TD)
ISSN:0710-1481