Developing Teacher Candidate Identity in the Context of a Rural Internship

From Section:
Preservice Teachers
May. 01, 2011

Source: Teaching Education, Volume 22, Issue 2, 2011, pages 199-216.

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.

Several data collection procedures and sources were used, including open‐ended pre‐ and post‐questionnaires, pre‐ and post‐internship interviews, university‐based classroom observations, and online reflections.

During the rural internship, teacher candidates engaged in a variety of professional activities that were classroom‐, school‐, and/or community‐based; examined the nature of teaching in rural schools and communities in relation to their own beliefs, values, and aspirations; and reflected on the opportunities and challenges associated with living and teaching in a rural community.

Updated: Jan. 17, 2017
Experiential learning | Rural schools | Student teacher attitudes | Teacher characteristics | Teaching experience