Pedagogy for Future Educators

By Mark Selkrig and (Ron) Kim Keamy.

Published by The Diversity Collection

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Article: Print $US10.00
Article: Electronic $US5.00

Global shifts in education mean that learning involves more than teaching knowledge and beginning teachers, in turn, need to appreciate the multiple realities and cultural understandings of all those in their care. In this paper the authors report on a unique pre-service teacher education program in rural Victoria, Australia. Students undertake a 12 month program after completing their undergraduate qualification, which enables them to teach all levels in primary and post-primary schools. During this time, lecturers in the program utilise a combination of lectures, tutorials, specialist seminar days, electives, fieldwork and teaching practice, to assist the students to develop a disposition that is both socially just and theoretically informed. Whereas it is impossible to prepare students for each and every situation they will encounter upon graduation, educating teachers to teach in a changing global environment requires approaches that attempt to deal with diversity in all its forms in sensitive, respectful and inclusive ways. Powerful elements of the program are the seminar days conducted throughout the year in which outside speakers – themselves practitioner specialists in their own fields with whom lecturers have developed partnerships over time – work with the students on issues associated with sexualities, Indigenous education, mental health and global education. Utilising outside professionals to provide specialist knowledge allows the students to experience multiple perspectives and to develop a range of viewpoints. Through a process of critically reflective practice developed in the 12-month program, these experiences legitimise, challenge, clarify, confirm and generally ‘make real’ the issues related to diversity that are raised in other parts of the course. These strong partnerships, the teaching team and the overall character and philosophy of the course provide an environment in which the students can develop an ability to work with diversity in their teaching environments, rather than merely tolerate it.

Keywords: Inclusive Teaching, Partnerships, Supportive Environments, Sexualities, Indigenous Education, Social Justice, Diversity in Teaching and Learning

International Journal of Diversity in Organizations, Communities and Nations, Volume 7, Issue 1, pp.127-136. Article: Print (Spiral Bound). Article: Electronic (PDF File; 985.718KB).

Mark Selkrig

Lecturer, Faculty of Education, La Trobe University, Albury-Wodonga, Victoria, Australia

Mark lectures in the School of Educational Studies at the Albury –Wodonga Campus of La Trobe University where he co-convenes the Graduate Diploma in Education (P-12). In the P-12 course he teaches in the areas of Issues in Education, Humanities, Visual Arts, and Health. Mark also continues to work as a practising artist, exhibiting work nationally and internationally as well as working in community art projects. Mark’s research interests include: powerful learning through the Arts; cultural education and visual arts; communities of learning; inter-relational learning in education settings; middle years of schooling; and gender and sexualities. He is currently undertaking doctoral studies related to the meanings that occur for artists when they enter sites of learning.

Dr. (Ron) Kim Keamy

Lecturer, Faculty of Education, LaTrobe University, Albury-Wodonga, Victoria, Australia

Kim co-ordinates the activities of the School of Educational Studies (SES) at the Albury-Wodonga Campus of La Trobe University, having previously taught in a variety of educational settings that include primary education, physical education, drama, special education, prison education, adult education and Aboriginal education. As well as convening a number of adult education programs on the campus and supervising masters and doctoral students, Kim also teaches in the pre-service teacher education program, the Graduate Diploma in Education (P-12), a program he was instrumental in revising in 2005.

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