Teaching Pre-service Teachers Aboriginal Studies: What Really Works?

the quantitative component of the study. The aims of this component of the study were to: a) critically evaluate the impact of mandatory Aboriginal Studies subjects on preservice primary teachers' perceived abilities to appreciate, understand and effectively teach Aboriginal Studies and Aboriginal students in Australian schools; b) identify key content being addressed in mandatory Aboriginal Studies subjects; and c) identify potential new strategic directions to strengthen the teaching of Aboriginal Studies in teacher education courses. Mandatory subjects impacted more positively in comparison to elective or perspectives courses on preservice teachers' knowledge of subject matter, Aboriginal Studies teaching self-concepts in a range of desirable self-concept facets, values in regards to teaching both Aboriginal Studies and Aboriginal students, preservice teachers' perceptions of the extent to which they intend to teach their future students Aboriginal Studies, and their perceived ability to implement departmental requirements. Preservice teachers who have undertaken mandatory subjects compared to preservice teachers who undertake perspectives courses, feel they are more capable of teaching Aboriginal students and Aboriginal Studies and furthermore are more likely to enjoy doing so. Given the consistency of these results across a diverse number of variables considered in this study, these results suggest that mandatory subjects can have a powerful positive effect on desirable educational outcomes. Preservice teachers participating in teacher education courses with a mandatory Aboriginal Studies subject were also more likely to be taught a diverse range of Aboriginal Studies content. In addition, preservice teachers also offered a number of useful suggestions in relation to possible content and modes of delivery that could strengthen future teacher education courses.