ERIC Number: ED199020
Record Type: RIE
Publication Date: 1981-Apr-15
Reference Count: 0
The Structure of the Native Indian Teacher Education Program and "Indianness".
Kirkness, Verna J.; More, Arthur J.
The objective of the University of British Columbia's Native Indian Teacher Education Program (NITEP) is to increase the number of native Indian certified teachers by developing an alternative program of teacher education more appropriate to Indians' cultural heritage and educational background. Open only to students of Indian ancestry, NITEP began in 1974. Although standards and most courses are similar, NITEP differs from the regular teacher education program in that student teaching in Indian communities (after basic education practice courses) precedes theoretical coursework, two Indian Studies courses are included in the curriculum, and students attend one of six off-campus centres for their first two years in the program. Off-campus instruction is provided by visiting teachers from the main campus and in some cases by local instructors. NITEP students transfer to the main campus for the third year, a minimum requirement for teacher certification, and the fourth year, leading to a bachelor's degree as well as certification. Support services (counseling, financial support, and advice) are important to the program. The "Indianness" of NITEP has been furthered by its Indian-related content and by influence from points of Indian power (Advisory Committee, supervisor, staff, students, communities with off-campus centres) within NITEP. (SB)
Descriptors: American Indian Education, American Indian Studies, American Indians, Canada Natives, Community Involvement, Cultural Background, Curriculum, Ethnicity, Higher Education, Nontraditional Education, Power Structure, Program Design, Student Teaching, Teacher Certification, Teacher Education, Teacher Education Programs
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Canada; Native Indian Teacher Education Program; Support Services; University of British Columbia (Canada)
Note: Paper presented at the American Educational Research Association Conference (Los Angeles, CA, April 15, 1981).