TY - JOUR AU - Tessaro, Danielle AU - Landertinger, Laura AU - Restoule, Jean-Paul PY - 2021/09/30 Y2 - 2024/03/28 TI - Strategies for Teacher Education Programs to Support Indigenous Teacher Employment and Retention in Schools JF - Canadian Journal of Education/Revue canadienne de l'éducation JA - CJE/RCÉ VL - 44 IS - 3 SE - Articles DO - 10.53967/cje-rce.v44i3.4461 UR - https://journals.sfu.ca/cje/index.php/cje-rce/article/view/4461 SP - 600-623 AB - <p>This article seeks to contribute to the knowledge base regarding efforts to increase the supply of employed Indigenous teachers. In addition to supporting the learning and well-being of Indigenous students, increasing Indigenous teachers is critical for remote Indigenous communities with chronically understaffed schools. This study was conducted as a scoping review of 50 Teacher Education Programs (TEPs) across Canada, Australia, New Zealand, and the United States that have enacted efforts to increase Indigenous teachers. The study found a range of effective strategies, and this article will depict three strategies that can be enacted by TEPs to support Indigenous teacher graduates as they transition to employment. The strategies are: (1) creating employment opportunities, (2) identifying community needs and collaborating over practicum placements, and (3) providing ongoing support. The article concludes with a call for collaboration, funding, and data collection for the continued evaluation and improvement of strategies to increase Indigenous teachers.</p><p>Keywords: teacher retention, teacher support, teacher employment, Indigenous teacher education, job transition, Indigenous teachers, Indigenous education, teacher education programs</p> ER -