ABSTRACT
Indigenous teacher education (ITE) programs situated in mainstream teacher education play an important role in the development of Indigenous preservice educators. Preparing Indigenous teachers to address the broader needs of Indigenous people requires teacher education programs to take up their responsibilities of advancing Indigenous education priorities, including recruiting, retaining, and ensuring the successful completion of Indigenous teachers. Furthermore, increasing Indigenous teachers in public and Indigenous school settings contributes to the success of Indigenous students and enhances the learning of all students. Drawing on the significant cultural being of the trickster figure observed in Indigenous stories, this chapter describes how methodical the trickster in coming to teacher education, describing three pedagogical strategies of how ITE programs can empower Indigenous preservice teachers in advancing their own journeys of decolonization and reclamation and to consider how teacher education can enrich and be enriched by Indigenous communities. These strategies for transforming teacher education to better engage with Indigenous priorities include summoning the imagination, disrupting the order of things, and renewal.
