As part of the Indigenous Teacher Education (ITE) Initiative, the Rideau Hall Foundation (RHF) has commissioned research led by Indigenous scholars and organizations to strengthen the evidence base around systemic barriers and opportunities to recruitment, training, and retention of Indigenous teachers in K-12 education.
This research supports new and existing teacher education programs by:
- Equipping Indigenous Teacher Education Programs (ITEPs) and related partnerships with evidence to advocate for sustainable funding.
- Supporting accountability around reconciliation commitments in Indigenous teacher education.
- Amplifying the importance of First Nations, Inuit, and Métis teachers, and the value they bring to their students and communities.
The research was guided and informed by Indigenous Peoples, ensuring that findings reflect Indigenous perspectives, worldviews, and priorities.
Research Reports
University of Alberta – Aboriginal Teacher Education Program (ATEP) – Elder Calvin Cardinal, Dr. Evelyn Steinhauer, Dr. Randolph Wimmer, Kelly Ryan, Danielle Gardiner Milln
This study explored how the Aboriginal Teacher Education Program (ATEP) supports Indigenous students through online, community-rooted delivery. It found that kinship-based support, cultural safety, and flexible cohort design help students succeed, while technological barriers remain a challenge. The report recommends strengthening Indigenous-led online education through localized content, community partnerships, and improved digital infrastructure.
Indspire – D’antimo, S., Ayson, G., & Dehghansai, N.
Institutional and Systemic Barriers in Indigenous Teacher Education
Drawing on surveys and interviews with 184 Indigenous students, this research highlights persistent barriers such as cultural disconnection, financial insecurity, racism, and limited Indigenous content in teacher education. Indspire’s Strengthening Indigenous Teacher Education (SITE) framework calls for systemic transformation—expanding Indigenous representation, increasing culturally grounded supports, and creating accessible pathways into teaching.
University of Winnipeg & University of Manitoba – Dr. Laura Forsythe & Dr. Lucy Delgado
This study gathered insights from 41 Métis educators across four provinces, revealing gaps in recruitment, retention, and institutional support. While some programs provide strong pathways, most systems lack Métis-specific data, programming, or mentorship. The report urges schools and post-secondary institutions to move beyond broad inclusion and take nation-specific action by embedding Métis knowledge, supports, and partnerships in education.