Pathways to Teacher Training in Rural, Remote, and Indigenous Communities - ON-677Project type: Research
Desired discipline(s): Education, Social Sciences & Humanities
Project Length: Flexible
Preferred start date: 09/01/2022
Language requirement: Flexible
Location(s): Lindsay, ON, Canada; Canada; Canada
No. of positions: 10
Desired education level: Undergraduate/Bachelor
Open to applicants registered at an institution outside of Canada: No
About the company:
Pinnguaq’s mission is to work alongside rural, remote, and Indigenous communities, to support the development of STEAM skills through innovative technology, art, and play.
Describe the project.:
Pinnguaq Association has two primary goals for the proposed project:
- Pingguaq aims to support new approaches to teacher training in institutions at the provincial and territorial levels. Our greater goal is to support the transition from local community members, to students, to professional educators who can continue this type of work (STEAM education and Digital Skill development) with organizations like Pinngauq or for schools in rural, remote, and Indigenous communities. Our aim is to partner with institutions to help develop more flexible pathways to teacher training and recruit local talent in rural, remote, and indigenous communities by co-funding degrees in partnership with Mitacs for collaborative projects on STEAM education, among other strategies.
- We hope that by supporting students through STEAM resources and program development, they will be better able to integrate their unique perspectives and knowledge into STEAM subjects (including Indigenous and non-indigenous perspectives). Students will have the opportunity to lead the design and implementation of and delivery of STEAM workshops in K - 12 education, and the development of STEAM resources that reflect local knowledge, integrating Indigenous and Western knowledge.
We would like to partner with an institution to explore developing a pathway program that will create more options for credentialing Indigenous and local teachers in the rural, remote, and indigenous communities we serve. This could include:
- crediting prior learning and experience
- allowing the completion of a teaching credential prior to an undergrad / allowing an undergrad to be completed part-time while teaching
- fully funded degrees for collaborative education projects in partnership with Pinnguag to develop and pilot integration of local expertise into Pinnguag STEAM programming, via Mitacs funding
The aim is to support the recruitment, upskilling, and placement of expertise from local communities into schools in their region.
Through this partnership with Pinnguag, Mitacs co-funded interns will have the opportunity to take on leadership positions to inform the development of the content and pedagogy of the program. They will also have the opportunity to deliver this curriculum through youth-facing STEAM workshops in rural, remote, and Indigenous communities.
The program will focus on providing hands-on work experience to those interested in understanding learning in STEAM education, and strengthen the capacities of aspiring educators to gain accreditations and experience in developing curriculum and delivering community programs in STEAM subjects.
Through their involvement, youth will also be part of a community of peers and will be exposed to mentors and role models - developing relationships and building connections and capacities in relation to both the curriculum subjects and the post-secondary space.
Ultimately, this internship aims to support future educators in a way that empowers them to develop and run a program that is relevant to their specific knowledge and community. With the support and mentoring from Pinnguaq and select post-secondary institutions, our hope is that interns will connect with their community and garner a cross-disciplinary, cross-cultural education experience that showcases the complexity and creativity of STEAM education at its best.
The opportunities will aim to draw together diverse disciplinary perspectives and diverse needs of learners in developing inclusive resources and learning experiences and approaches to STEAM education.
For Faculty, experience in pathways to and through education; micro-credentialing; teaching training; indigenous, remote, and rural education would be an asset.
For students, a passion for STEAM education (or willingness to learn will be an asset to lead STEAM workshops with K-12 students; develop associated STEAM resources, and try an alternative education placement.