Preparing Teachers of American Indian and Alaska Native Students

Jon A Reyhner, Don Trent Jacobs

Research output: Contribution to journalArticle

11 Citations (Scopus)

Abstract

Too often in the past, Indian education ignored the “Indian voice” and designed to teach Indian children to be discontented with their traditional values. Even today, teacher certification requirements give little if any attention to these values as they relate to cultural approaches to learning. This article argues that there is research-based knowledge that teachers of American Indian and Alaska Native students should know that is usually not provided in teacher preparation programs. We suggest research from both Native and non-Native sources about which all Indian educators should be aware, with the hope that teacher preparation programs will lead to more opportunities for Indian children to live in and contribute to both their local and their global communities in ways that honor the wisdom of their cultural values.

Original languageEnglish (US)
Pages (from-to)85-93
Number of pages9
JournalAction in Teacher Education
Volume24
Issue number2
DOIs
StatePublished - Jun 1 2002

Fingerprint

American Indian
teacher
student
Values
wisdom
certification
educator
learning
community
education

ASJC Scopus subject areas

  • Education

Cite this

Preparing Teachers of American Indian and Alaska Native Students. / Reyhner, Jon A; Jacobs, Don Trent.

In: Action in Teacher Education, Vol. 24, No. 2, 01.06.2002, p. 85-93.

Research output: Contribution to journalArticle

@article{c25390a551e64293a218868bd97fad89,
title = "Preparing Teachers of American Indian and Alaska Native Students",
abstract = "Too often in the past, Indian education ignored the “Indian voice” and designed to teach Indian children to be discontented with their traditional values. Even today, teacher certification requirements give little if any attention to these values as they relate to cultural approaches to learning. This article argues that there is research-based knowledge that teachers of American Indian and Alaska Native students should know that is usually not provided in teacher preparation programs. We suggest research from both Native and non-Native sources about which all Indian educators should be aware, with the hope that teacher preparation programs will lead to more opportunities for Indian children to live in and contribute to both their local and their global communities in ways that honor the wisdom of their cultural values.",
author = "Reyhner, {Jon A} and Jacobs, {Don Trent}",
year = "2002",
month = "6",
day = "1",
doi = "10.1080/01626620.2002.10734422",
language = "English (US)",
volume = "24",
pages = "85--93",
journal = "Action in Teacher Education",
issn = "0162-6620",
publisher = "Taylor and Francis Ltd.",
number = "2",

}

TY - JOUR

T1 - Preparing Teachers of American Indian and Alaska Native Students

AU - Reyhner, Jon A

AU - Jacobs, Don Trent

PY - 2002/6/1

Y1 - 2002/6/1

N2 - Too often in the past, Indian education ignored the “Indian voice” and designed to teach Indian children to be discontented with their traditional values. Even today, teacher certification requirements give little if any attention to these values as they relate to cultural approaches to learning. This article argues that there is research-based knowledge that teachers of American Indian and Alaska Native students should know that is usually not provided in teacher preparation programs. We suggest research from both Native and non-Native sources about which all Indian educators should be aware, with the hope that teacher preparation programs will lead to more opportunities for Indian children to live in and contribute to both their local and their global communities in ways that honor the wisdom of their cultural values.

AB - Too often in the past, Indian education ignored the “Indian voice” and designed to teach Indian children to be discontented with their traditional values. Even today, teacher certification requirements give little if any attention to these values as they relate to cultural approaches to learning. This article argues that there is research-based knowledge that teachers of American Indian and Alaska Native students should know that is usually not provided in teacher preparation programs. We suggest research from both Native and non-Native sources about which all Indian educators should be aware, with the hope that teacher preparation programs will lead to more opportunities for Indian children to live in and contribute to both their local and their global communities in ways that honor the wisdom of their cultural values.

UR - http://www.scopus.com/inward/record.url?scp=32344445205&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=32344445205&partnerID=8YFLogxK

U2 - 10.1080/01626620.2002.10734422

DO - 10.1080/01626620.2002.10734422

M3 - Article

AN - SCOPUS:32344445205

VL - 24

SP - 85

EP - 93

JO - Action in Teacher Education

JF - Action in Teacher Education

SN - 0162-6620

IS - 2

ER -