I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia

Journal article


Burnett, Bruce, Lampert, Jo and Crilly, Karen 2013. I can't believe I just said that: Using guided reflections with non-Indigenous pre-service teachers in Australia. International Education Journal: Comparative Perspectives. 12 (1), pp. 161 - 179.
AuthorsBurnett, Bruce, Lampert, Jo and Crilly, Karen
Abstract

This paper explores the use of guided narrative reflection as a strategy used with high-achieving non-Indigenous pre-service teachers in Australia on teaching practicum. We suggest that reflections (and subsequent dialogue) can provide opportunities for non-Indigenous preservice teachers to re-think their beliefs and actions in ways that may intervene in the teaching that often causes educational disadvantage for Aboriginal and Torres Strait Islander students.

Keywordseducational disadvantage; non-Indigenous teachers; reflection; teaching practicum
Year2013
JournalInternational Education Journal: Comparative Perspectives
Journal citation12 (1), pp. 161 - 179
PublisherShannon Research Press
ISSN1443-1475
Web address (URL)https://openjournals.library.sydney.edu.au/index.php/IEJ/article/view/7444
Open accessOpen access
Page range161 - 179
Research GroupSchool of Education
Publisher's version
License
Place of publicationAustralia
Permalink -

https://acuresearchbank.acu.edu.au/item/8v7x7/i-can-t-believe-i-just-said-that-using-guided-reflections-with-non-indigenous-pre-service-teachers-in-australia

Download files


Publisher's version
  • 0
    total views
  • 0
    total downloads
  • 0
    views this month
  • 0
    downloads this month

Export as

Related outputs

Ict in adolescence: using technology to re-engage vulnerable students
Armitage, Chrystal, Mollenhauer, Naomi, Burnett, Bruce and Lampert, Jo 2017. Ict in adolescence: using technology to re-engage vulnerable students. in: B. Saggers (ed.) Developing Positive Classroom Environments: Strategies for nurturing adolescent learning Australia: Allen & Unwin. pp. 308 - 319
Forward to special issue: Teacher education for high poverty schools
Lampert, Jo and Burnett, Bruce 2017. Forward to special issue: Teacher education for high poverty schools. Australian Journal of Teacher Education. 42 (4), pp. 1 - 7. https://doi.org/10.14221/ajte.2017v42n4.1
The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools
Scholes, Laura, Lampert, Jo, Burnett, Bruce M., Comber, Barbara, Hoff, Lutz and Ferguson, Angela 2017. The politics of quality teacher discourses: Implications for pre-service teachers in high poverty schools. Australian Journal of Teacher Education. 42 (4.3), pp. 19 - 43. https://doi.org/10.14221/ajte.2017v42n4.3
It's not about the punitive: exploring how early-career teachers in high-poverty schools respond to critical incidents
Lampert, Jo, Burnett, Bruce, Comber, Barbara, Ferguson, Angela and Barnes, Naomi 2017. It's not about the punitive: exploring how early-career teachers in high-poverty schools respond to critical incidents. Critical Studies in Education. https://doi.org/10.1080/17508487.2017.1385500
Introduction
Lampert, Jo and Burnett, Bruce 2016. Introduction. in: J.o Lampert and B. Burnett (ed.) Teacher Education for High Poverty Schools United States of America: Springer. pp. 1 - 8
Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program
Burnett, Bruce and Lampert, Jo 2016. Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program. in: J. Lampert and B. Burnett (ed.) Teacher Education for High Poverty Schools United States of America: Springer. pp. 73 - 94
'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession
Lampert, Jo, Lampert, Jo, Burnett, Bruce and Lebhers, Stevie 2016. 'More like the kids than the other teachers': one working-class pre-service teacher's experiences in a middle-class profession. Teaching and Teacher Education. 58, pp. 35 - 42. https://doi.org/10.1016/j.tate.2016.04.006
Re-thinking teacher quality in high-poverty schools in Australia
Burnett, Bruce and Lampert, Jo 2015. Re-thinking teacher quality in high-poverty schools in Australia. in: G. W. Noblit and W. T. Pink (ed.) Education, Equity, Economy: Crafting a New Intersection Switzerland: Springer. pp. 51 - 72
Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools
Lampert, Jo and Burnett, Bruce 2015. Destabilising privilege: Disrupting deficit thinking in white pre-service teachers on field experience in culturally diverse, high poverty schools. in: T. Ferfolja, C.J. Díaz and J. Ullman (ed.) Understanding Sociological Theory for Educational Practices United Kingdom: Cambridge University Press. pp. 76 - 89
Teacher education for high-poverty schools: keeping the bar high
Lampert, Jo and Burnett, Bruce 2014. Teacher education for high-poverty schools: keeping the bar high. in: S. Gannon and W. Sawer (ed.) Contemporary Issues of Equity in Education United Kingdom: Cambridge Scholars Publishing. pp. 115 - 129
Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'
Lampert, Jo, Burnett, Bruce, Martin, Rebecca and McCrea, Lisa 2014. Lessons from a face-to-face meeting on embedding aboriginal and Torres Strait islander perspectives: 'a contract of intimacy'. Australasian Journal of Early Childhood. 39 (1), pp. 82 - 88.
Teacher education targeting high-poverty schools: the national exceptional teachers for disadvantaged schools program
Burnett, Bruce, Lampert, Jo, Patton, Wendy A. and Comber, Barbara 2014. Teacher education targeting high-poverty schools: the national exceptional teachers for disadvantaged schools program. American Educational Research Association. United States of America: American Educational Research Association. pp. 1 - 6
Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education
Burnett, Bruce and Lampert, Jo 2013. Retention and graduation of Australian Aboriginal and Torres Strait Islander students in initial teacher education. American Educational Research Association Annual Meeting. United States of America: American Educational Research Association. pp. 1 - 5
Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs
Lampert, Jo, Burnett, Bruce, Patton, Wendy A., Lee Hong, Anita and Anderson, Joel 2013. Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs. Journal of Australian Indigenous Issues. 16 (4), pp. 27 - 42.
Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study
Kuyken, W, Weare, K, Ukoumunne, Obioha, Vicary, R, Motton, N, Burnett, R, Cullen, C, Hennelly, S and Huppert, Felicia 2013. Effectiveness of the Mindfulness in Schools Programme : Non-randomised controlled feasibility study. British Journal of Psychiatry. https://doi.org/10.1192/bjp.bp.113.126649
Reflections from early career graduates of the exceptional teachers for disadvantaged schools project
Lampert, Jo, Burnett, Bruce and Comber, Barbara 2013. Reflections from early career graduates of the exceptional teachers for disadvantaged schools project. Education and Poverty: Theory, Research, Policy and Praxis: Proceedings of AERA Annual Meeting 2013. United States of America: American Educational Research Association. pp. 1 - 4
Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs
Lampert, Jo, Burnett, Bruce, Patton, Wendy A., Lee Hong, Anita and Anderson, Joel 2013. Improving retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education programs. Journal of Australian Indigenous Issues. 16 (4), pp. 27 - 42.
Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'
Lampert, Jo, Burnett, Bruce and Davie, Sue 2012. Preparing high achieving English teachers to work in disadvantaged schools: 'I'll teach shakespeare when I'm 60'. English in Australia. 47 (3), pp. 69 - 77.
Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project
Lampert, Jo and Burnett, Bruce 2012. Addressing quality teaching in hard to staff settings: The exceptional teachers for disadvantaged schools project. American Research in Education Association National Conference, (AREA), 14-17 April 2012. Canada: American Research in Education Association. pp. 1 - 7
Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education
Lampert, Jo, Burnett, Bruce and Anderson, Joel 2012. Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education. Australia: University of South Australia.
Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education
Lampert, Jo and Burnett, Bruce 2012. Retention and graduation of Aboriginal and Torres Strait Islander students in initial teacher education. ‘Going for gold! Reshaping teacher education for the future’, the annual conference of the Australian Teacher Education Association (ATEA), Adelaide, 1–4 July.. Australia: Australian Teacher Education Association. pp. 1 - 10
Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education
Wada, Masato and Burnett, Bruce 2011. Yutori Kyoiku and the uncertainty of recent neo-liberal reforms in Japanese higher education. Bulletin of Center for the Research and Support of Educational Practice. 7, pp. 69 - 78.
Teacher education and the targeting of disadvantage
Burnett, Bruce and Lampert, Jo 2011. Teacher education and the targeting of disadvantage. Creative Education. 2 (5), pp. 446 - 451. https://doi.org/10.4236/ce.2011.25064
Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion
Burnett, Bruce 2011. Multiculturalism, education for sustainable development (ESD) and the shifting discursive landscape of social inclusion. Discourse: studies in the cultural politics of education. 32 (1), pp. 43 - 56. https://doi.org/10.1080/01596306.2011.537070
ICT for blended learning Queensland University of Technology, Australia
Burnett, Bruce 2011. ICT for blended learning Queensland University of Technology, Australia. in: UNESCO (ed.) ICT for Higher Education Case Studies from Asia and the Pacific Bangkok, Thailand: Unesco. pp. 78 - 102