Driving Transformative Learning within Australian Indigenous Studies

摘要: Australian undergraduate programmes implementing Indigenous studies courses suggest transformative educational outcomes for students; however, the mechanism behind this is largely unknown. To begin to address this, we obtained baseline data upon entry tertiary education (Time 1) and follow-up completion of an health unit 2) on student learning approaches, student-teacher rapport, classroom community, critical reflection (CR) experiences within unit. Three-hundred-thirty-six science first-year students (273 females, 63 males) completed anonymous in-class paper questionnaires at both time points. Hierarchical multiple regression analysis indicated that (a) CR was strongest predictor experiences, (b) relationship between deep approach mediated by (c) rapport community accounted significant variance in CR. These results benefit from tutors’ ability develop leading greater capacity This turn promotes possibilities environment. findings provide a further rationale institutions embed knowledge into highlight importance evaluating their effect quality.