Integrating Aboriginal Perspectives in Education: Perceptions of Pre-Service Teachers

Abstract

This study explored teacher candidates’ perceptions of the potentialities and challenges associated with the integration of Aboriginal perspectives into mainstream education. Participants in this study were 2^nd-year teacher candidates of a two-year teacher education programme who have completed a course on Aboriginal education. Using a qualitative approach, the principal investigator conducted interviews with teacher candidates in an effort to acquire data on pre-service teacher perceptions of and attitudes towards Aboriginal perspectives as a field of study and practice. This study found that while some participants reported a great deal of comfort in the study and delivery of Aboriginal perspectives in their respective school experiences, a significant number of participants reported apprehension. The findings of this study suggest that there are a number of variables that may lend to a positive experience for teacher candidates who are responsible for integrating Aboriginal perspectives in their respective practices.