Search results for: Rural schools
Page 1/3 23 items
Examining how early childhood preservice teacher funds of knowledge shapes pedagogical decision making
Preservice teachers (PSTs) must learn to approach curriculum and pedagogy in a socially just way. Descriptive examination of early childhood PSTs’ personal funds of knowledge is crucial to inform preparation programs. Drawing on a study that investigated subjectivities of and conceptualization of culture held by PSTs in rural Midwest (USA), this paper specifically focuses on teaching in the early years. The author argues that PSTs personal funds of knowledge serve as a main catalyst for pedagogical decision making. Majority of PSTs express the need to examine hegemony, privilege, and bias yet struggle to be pedagogical agents of change in practice.
Updated: Feb. 06, 2022
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
Pre-service teachers’ job-related perceptions of teaching in rural areas: a study of the free teacher education programme in mainland China
This article examines the development of pre-service teachers’ job-related perceptions of teaching in rural areas in the Free Teacher Education (FTE) programme in mainland China. Drawing on in-depth interviews with 22 teacher educators and 11 pre-service teachers, this study found that pre-service teachers’ perceptions were constructed through relative perspectives, professionality orientation, and realistic expectations during the process of FTE teacher education. Pre-service teachers employed utilitarian concerns to increase access to prestigious universities to the detriment of their academic interests. The professionality orientation of the FTE programme held a profile of isolated curriculum modules, urban-centred approach, and theory-practice divide, resulting in pre-service teachers’ fragmented body of knowledge and weak rural consciousness. Although participants saw significant improvement in living and working conditions of rural schools, their negative perceptions were magnified due to this weak rural consciousness. This study argues that the FTE programme needs to integrate separated courses and embed the components of rural settings in addition to current financial incentives.
Updated: Aug. 29, 2020
This article examined the transfer problems experienced by pre-service teachers enrolled in the Free Normal Education programme during their internship teaching practicums. It was their first significant point of exposure to such problems. The author found three patterns in transfer problems. First, the participants’ personal backgrounds (rural/urban, eastern/central/western) generally correlated to various degrees with how they perceived their previous learning experiences and teaching practice. Second, participants from rural backgrounds who returned to their hometowns for their practicums found their prior learning experiences to be less useful than did their urban counterparts, and were less familiar with the teaching skills they had been taught at university. Third, rural background participants who undertook their practicums in Shanghai viewed their teaching experiences as excellent, but still faced many difficulties.
Updated: Nov. 14, 2018
This article describes a case study about how teacher education might better prepare rural teacher candidates for rural schools. The author concludes that participants emphasized the importance of personal relationships, relationships both within the school and the relationship between the school and community. However, it was found that the participants in this study also perceived school and community as a site of ambiguity and ambivalence, a site of strategy, negotiation, and resistance. The authors suggests that teacher candidates should be prepared to learn about rural communities in ways that do not reinstate deficit perspectives and increase the likelihood that they will choose rural teaching appointments.
Updated: Jun. 06, 2018
Educational Equality or Social Mobility: The Value Conflict between Preservice Teachers and the Free Teacher Education Program in China
This research inquires into the values held by the students of the Free Teacher Education (FTE) program which piloted in the top normal universities in China. This study is based on in-depth interviews with 19 students enrolled in the FTE program. The findings exhibit a value conflict between the students’ educational purposes and the goals of the FTE program. While the program aims at educational equality, the majority of the respondents are driven to join the program and to make their career choices primarily by the goal of upward social mobility.
Updated: Oct. 27, 2014
This research study explored student teachers’ perceptions of rural teaching from a qualitative research paradigm. The findings revealed that the participants failed to demonstrate a comprehensive understanding of the uniqueness and consequences of teaching in a rural area. For some of the participants, the rural teaching offered a unique opportunity for the realization of an idealistic mission for their country. However, other participants were particularly fearful of adjusting to an unfamiliar rural context.
Updated: Sep. 08, 2014
Teacher attrition threatens validity in research studies. In this article, the authors examine the threat of participant attrition as an example of the types of problems researchers face. The authors found that teachers left because of changes in teaching assignments, institutional challenges, and personal challenges.
Updated: Sep. 27, 2012
This study focused on the experiences and perceptions of 12 teacher candidates as they completed a six week rural internship experience. The main objectives of the study were to: (a) describe the learning experiences of teacher candidates as they live and teach in rural communities; (b) examine how teaching and living in rural communities influence teacher identity; and (c) ascertain if living and teaching in rural communities affect teacher candidates' willingness to accept future teaching assignments in rural communities.
Updated: Jul. 30, 2012
Discourse Communities: A Framework from which to Consider Professional Development for Rural Teachers of Science and Mathematics
This article examines aspects of professional development for teachers of science and mathematics in schools in rural Australia. The study identified that rural teachers and principals were strongly focused on teacher PD. In addition, secondary school subject teachers' needs were only partly met by community of practice PD approaches. Finally, it was found that a range of rural context factors limited PD opportunities for subject- based secondary teachers.
Updated: Jun. 26, 2012