Search results for: Rural education
Page 1/1 4 items
Early childhood education (ECE) is not given as much attention as primary and secondary education in rural areas in China, and rural preschool teachers lack opportunities to receive high quality and appropriate pre-service and in-service professional training. This study focused on professional development (PD) opportunities available for preschool teachers in Heilongjiang, one of China’s largest provinces, wherein 44.3% of the population lives in rural areas. This study (i) considered PD opportunities available for preschool teachers in rural areas; and (ii) surveyed key stakeholders, including preschool teachers and principals, to understand their views on PD activities. A total of 71 teachers and 3 principals from three preschools completed online surveys. Results indicated that (i) rural preschool teachers had relatively limited PD opportunities; (ii) school-based activities that focused on curriculum implementation were the dominant form of PD; and (iii) teachers felt that the PD they received was relevant, of good quality and effective, and that the individual mentoring they received had a positive impact on their pedagogical practices. Implications of the findings are discussed.
Updated: Nov. 25, 2021
The purpose of the study was to understand how practice in multigrade classrooms in villages located in rural areas in Turkey might influence preservice elementary teachers’ identity. The results indicated a positive change in teachers’ willingness to engage in the profession. The practicum is very important in providing preservice teachers with experience in this type of classroom, as well as in developing a set of role expectations and positive attitudes towards multigrade teaching. The results indicated that these experiences helped students to recognise new institutional roles and modify their expectations, as well as creating positive attitudes towards multigrade schooling and the realities of rural life.
Updated: Sep. 21, 2016
A large portion of teachers will be teaching with more than one level. The professional knowledge and skills that are relevant and necessary to teaching effectively in single-grade contexts are also relevant and necessary for effective multigrade teaching. The paper makes a comparison between multigrade and single-grade teaching in terms of outcomes and teaching practices and highlights the importance of effective teacher education programmes that cater for the needs of teachers in a broad rather than a narrow sense.
Updated: Jul. 27, 2008
The article describes a qualitative case study into mentoring preservice teachers in rural Australia. The study focused on the special characteristics of rural education, its isolation and difficulties, exploring the variety of settings and widely ranged professional experience of the mentors. Recommendations for mentors and teachers in these settings are included.
Updated: Mar. 06, 2008