When providing professional development for teachers, certain factors should be considered and included to ensure it is effective and enhances teacher practice and outcomes for children in their classes. While this is achieved in many curriculum areas, there has been little written about effective professional development for teachers in relation to Aboriginal education in Australia, enhancing teacher confidence in meeting the needs of Aboriginal and Torres Strait Islander children. This paper aims to describe a study concerned with the ongoing development of a professional learning framework empowering primary school teachers to infuse Aboriginal ways of seeing and being into their classroom practice.,Design-based methodology, using semi-structured interviews with teachers, allowed for iterative amendment and improvement of the professional learning experiences. A description is provided linking the elements of successful professional development for teachers to the implementation of this study’s professional learning.,Key findings are that if the elements noted in the literature pertaining to successful professional learning for teachers are included, change in practice does take place and is sustained, to the benefit of the children they teach. This study demonstrates the vital importance of ongoing collaboration and support for teachers undertaking professional development if they are going to change practice in the longer term.,The pedagogy described in this paper goes beyond content to an Aboriginal way of teaching children through modelling and how this can be infused into teaching practice.

中文翻译：

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应对跨文化挑战的教师的专业发展

在为教师提供专业发展时，应考虑并包括某些因素，以确保其有效并增强教师在课堂上的实践和成果。尽管在许多课程领域都实现了这一目标，但关于澳大利亚原住民教育方面有效的教师发展，提高教师对满足原住民和托雷斯海峡岛民儿童需求的信心的文献很少。本文旨在描述一项与专业学习框架的持续发展有关的研究，该框架使小学教师能够将原住民的观察方法和课堂教学方法运用到课堂中。基于设计的方法，使用对教师的半结构化访谈，允许反复修改和改善专业学习经验。提供了将教师成功的专业发展要素与本研究的专业学习的实施联系起来的描述。主要发现是，如果包括文献中提到的与教师成功的专业学习有关的要素，则实践也会发生变化并持续下去，以使他们所教的孩子受益。这项研究表明了长期合作和支持对于教师进行专业发展的至关重要性，如果他们要长期改变实践。本文所描述的教学法不仅限于内容，还包括通过建模以及如何通过这种方式教给孩子的土著方法。可以融入教学实践中。提供了将教师成功的专业发展要素与本研究的专业学习的实施联系起来的描述。主要发现是，如果包括文献中提到的与教师成功的专业学习有关的要素，则实践也会发生变化并持续下去，以使他们所教的孩子受益。这项研究表明了长期合作和支持对于教师进行专业发展的至关重要性，如果他们要长期改变实践。本文所描述的教学法已经超出了内容的范围，而是通过建模以及如何通过这种方式教给孩子的一种原住民方式。可以融入教学实践中。提供了将教师成功的专业发展要素与本研究的专业学习的实施联系起来的描述。主要发现是，如果包括文献中提到的与教师成功的专业学习有关的要素，则实践也会发生变化并持续下去，以使他们所教的孩子受益。这项研究表明了长期合作和支持对于教师进行专业发展的至关重要性，如果他们要长期改变实践。本文所描述的教学法已经超出了内容的范围，而是通过建模以及如何通过这种方式教给孩子的一种原住民方式。可以融入教学实践中。