Teaching and learning foundational knowledge about First Nations, Métis, and Inuit

Abstract

This study examined the primary question of: What characteristics of professional learning do elementary teachers perceive to be influential in relation to increasing confidence in applying foundational knowledge about First Nations, Métis, and Inuit people? A qualitative research approach was employed, using semi-structured interviews with ten elementary school teachers from a Southern Alberta school division. The study incorporated elements of Indigenous methodology, an interpretivist approach, and thematic analysis as described by Neuman (2014) for data coding. Drawing on relevant literature and frameworks such as the Leadership Quality Standard (LQS) and the Teaching Quality Standard (TQS), the research emphasizes the profound moral and professional responsibility of educators in effectively teaching and learning about First Nations, Métis, and Inuit foundational knowledge. The findings reveal significant challenges faced by educators, including fear, pan-Indigeneity, and differing perspectives from colleagues and parents/guardians. Despite these challenges, several key characteristics of professional learning were identified as particularly impactful: collaboration, experiential learning, immediate applicability, credible facilitators, alignment with teacher needs and passions, learning alongside, and the ability to sit in discomfort. These insights highlight the need for school leaders to actively support teachers in building confidence and competence in teaching Indigenous knowledge, while providing clear guidance and resources to help them succeed.