The Study on Curriculum of Indigenous Teacher Education in Saskatchewan, Canada

• Main Authors: Ho, Yu-Hsuan, 何鈺萱
• Other Authors: Chen, Shan-Hua
• Format: Others
• Language: zh-TW
• Online Access: http://ndltd.ncl.edu.tw/handle/51100154747279522023

碩士 === 國立嘉義大學 === 教育行政與政策發展研究所 === 99 === The study on curriculum of indigenous teacher education in Saskatchewan, Canada Ho, Yu-Husan Graduate Institute of Educational Administration and Policy Development National Chiayi University Abstract The purpose of this study was to explore the curriculum development of indiginous teacher education programs in Saskatchewan, Canada. The study mainly adopts the area studies from the comparative method by G.Z.F. Bereday, documentary analysis and personal communication interview. Firstly, at the descriptive phase, focus on the indiginous educational context in Canada. Secondly, at the explanatory phase, focus on the indiginous social context in Canada. The major conclusions of this study are stated as follows: 1.The historical development, population structure and language families of the indiginous education in Canada. (1) The historical development of indiginous education in Canada includes four stages:A.The indiginous survival stage. B.The indiginous people contacted with the British and French colonies stage. C.Colonies invasion and assimilation stage. D.The indiginous self-government stage. (2) The population structure of indiginous education in Canada. The indiginous population structure in Canada produces regional effect on indiginous teacher education. The institutes offer the programs based on the regional population to meet the educational need. (3) The language families of indiginous education in Canada. The indiginous language families distribution and types represent the reginal ethnic structures and usage proportion of indiginous language population. In other words, they present the indiginous language courses of teacher education programs and the ethnic structures of the students at schools. 2.The indiginous educational context in Canada. (1) The evolutional periods of indiginous education include: A.Traditional Indian education period. B.Colony assimilation period. C. Indian educational autonomy period. (2) The background of indiginous status identity acts include: A.Indian Treaties are the benefits exchange and partition of indiginous status identity. B. The Indian Act & British North America Act are the domination of maintream class, and the partition of status positions. C.Canadian Charter of Rights and Freedoms protects equality rights and minority language educational rights. (3) The indiginous organizations and educational issues address the following demands, include to increase the numbers of indiginous teachers, to teach with indiginous languages, to improve the community cultural connotation, to integrate the indiginous teaching materials into the teacher education curriculum. 3.The indiginous teacher education programs in Saskatchewan, Canada comprise department of Indigenous Education, Urban Native Teacher Education Program, Northern Teacher Education Program, Indian Teacher Education Program, Territorial curriculum alliance Teacher Education Program. These programs reflect three major characteristics: (1)To possess multi choices.(2)To possess interscholastic alliance system. (3)To possess regional feature that has both convenience and brain gain. 4.The indiginous teacher education curriculum in Saskatchewan, Canada includes general subjects, educational basic, indiginous languages, indiginous cultures, histories and ethnic groups, indiginous literatures & arts, indiginous women, indiginous educational internship, special education and characteristic curricula. These programs attach importance to the curricula which put emphasis on traditional indiginous essence. Moreover, by means of the internship at band schools, to enable the students understand the operation patterns and instructional contents at indiginous schools. Keywords: Canada, Saskatchewan, Indigenous Education, Teacher Education, Curriculum.