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Arctic Yearbook 2014
The final stage of the process was 13 student focus group / sharing circles interviews which took
place in 9 communities. This method fits a critical social science research approach, and was
designed respecting Indigenous research methodologies. This involved considering the importance
of relationship building in the research process, a holistic interpretation of participants’ information,
and the use of storytelling methods (Wilson 2008; Kovach 2009; Thomas 2008). Collaborating with
the NWT and Nunavut module writing team, the author designed research methodology and survey
tools, coordinated survey and data collection and facilitated student sharing circles across eight
regional school districts in the NWT and Nunavut.8 The study of the second edition module,
conducted in 2013-2014, consisted of surveys and interviews with six teachers representing three
regional school districts in the NWT.
Findings
Teachers
Teachers across both territories reported increased confidence in their own abilities. Teachers felt
they could develop student understandings of historical significance, foster deliberation amongst
their students, support skills that enhance historical perspective taking, and help students develop
empathy. Teachers also reported feeling more prepared to build community centered classrooms.
The increase in teachers’ sense of confidence and skill in being able to facilitate learning for their
students, known as teacher self-efficacy, is an encouraging finding in the NWT and Nunavut. There
are major advantages of efficacious teachers in the classroom. They demonstrate higher professional
commitment, are more likely to persist with struggling students, and to experiment with methods of
instruction. Teacher beliefs about their effectiveness are also powerfully related to student outcomes,
and influence students’ own sense of being capable and motivated (Colardarci 1992; Gibson &
Dembo 1984; Allinder 1994; Barr 2010).
The results of the territorial pilot research indicated that in-service training increased teachers’ sense
of ability to facilitate change in their students. All teachers participating in this study reported that
they increased their understanding of the history of residential schools in Canada after receiving
training and then teaching the module. For teachers, the most effective aspects of their training were
experiences with former residential school students, their training session on getting the module
started, and seeing the module’s activities modeled. These teacher-training strategies, reported as
very powerful, have the potential to be successfully replicated in future teacher-training. In 20132014, teachers’ perceived growth in their own awareness, enhanced understandings of historical
significance, and increase in knowledge about residential schools led them to report more
meaningful interactions in relationships with students and parents.
However, for the 2013-2014 year, the territories shifted to a regionally delivered teacher-training
model, rather than the territory wide model used at the module’s inception in 2012. Teachers
reported inconsistencies in training between regions. While some training was perceived as excellent
preparation, other teachers noted that the 2013-2014 training would not be adequate for new
An Ethical Space for Dialogue About Difficult History