Exploring the experiences of non-Indigenous teachers in First Nation Band schools

Non-Indigenous teachers are pivotal in First Nation schools, delivering education while navigating cultural differences and historical contexts (Jardine, 2019). This research project sheds light on the experiences of these teachers, their adaptation processes, the challenges faced, and the implications for educational practices in culturally diverse settings. This research aimed to understand the experience of non-Indigenous teachers currently practicing or learning as pre-service educators in First Nations Band schools to understand better areas to support reconciliation in authentic Indigenous educational practices. This research examined the dynamics, challenges, and experiences of non-Indigenous teachers working in First Nation Band Schools. Specifically, our quantitative online survey aimed to explore the complexities of cultural adaptation, pedagogical approaches, and the development of culturally responsive teaching practices within these unique educational settings. Principals shared the survey invitation with their non-Indigenous staff in July 2024. Eight certified non-Indigenous teachers across British Columbia responded and took the survey. Limitations of this study included data collection during summer months when schools were closed and the challenge of locating publicly available contact information of school principals. The research led to findings in the categories of pre-service education, reasons why non-Indigenous teachers work in band schools, and the onboarding experience. At the same time, recommendations were discovered; they highlighted vital action areas that Accredited Teachers' Colleges could take, the First Nations Education Steering Committee, and First Nation Indian Bands in British Columbia.