Culturally responsive teachers respond positively to students’ cultural norms and traditions by creating inviting and meaningful learning opportunities that distinguish between Indigenous and western perspectives; however, in classrooms where teachers’ understanding of Indigenous epistemologies and worldviews are not necessarily sufficiently represented, Indigenous students not only often feel marginalized and isolated but disengaged from Eurocentric curriculum and texts that fail to incorporate their histories and traditions. This study focuses on the expectations and perceptions of teacher candidates (prior to their field practicum experiences in classrooms) related specifically to equity education, reflective practice, and critical literacy. The mixed-methods study examines prospective teachers’ perceptions of issues related to Indigenous students, and how public education policy and practice manifests in classrooms. The findings suggest that prospective teachers are doubtful of the fact that Indigenous voices are being presented competently to enhance student learning and foster Indigenous student identity. Moreover, prospective teachers anticipate a fundamental disconnect between the Ontario policy outcomes related to Indigenous education and the practice of teachers in school.

中文翻译：

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教师候选人的期望：公平教育，批判素养和土著学生的认识论

具有文化响应能力的教师通过创造能够区分土著和西方观点的诱人且有意义的学习机会，对学生的文化规范和传统做出积极反应；但是，在教室中教师对土著认识论和世界观的理解不一定能充分体现出来的情况下，土著学生不仅常常感到边缘化和孤立，而且脱离了以欧洲为中心的课程和未能融合其历史和传统的教科书。这项研究的重点是教师候选人的期望和看法（在课堂上他们的实地实习经验之前），这些期望和看法特别涉及公平教育，反思性练习和批判性读写能力。混合方法研究检查了准教师对与土著学生有关的问题的看法，以及公共教育政策和实践在课堂上的表现方式。研究结果表明，准教师对以下事实表示怀疑：是否能够胜任地展示土著声音，以增强学生的学习能力和树立土著学生的身份。此外，准教师期望安大略省与土著教育有关的政策成果与学校教师的实践之间存在根本的脱节。