Artykuły w czasopismach na temat „Rural teachers”
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1
Chavan, Girish Manohar, i Vishwajeet Manohar Chavan. "Knowledge, attitude and practices of secondary school teachers regarding school health services in children". International Journal Of Community Medicine And Public Health 5, nr 4 (23.03.2018): 1541. http://dx.doi.org/10.18203/2394-6040.ijcmph20181232.
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Background: Being an essential member of school, it is the responsibility of teachers to inculcate healthy habits amongst children which thereby makes the future generation of a country healthy. Objective of the study was to assess knowledge, attitude and practices of school teachers and compare them between urban and rural school teachers with special reference to school health services.Methods: The present cross-sectional study was carried out in 520 rural teachers and 185 urban teachers with an aim of assessing teacher’s health related knowledge and skills.Results: Of the rural school teachers, 10.38% received school health training as compared to only 7.57% urban teachers. First aid training was received by 84 rural in contrast to only 24 urban school teachers. Mean percent knowledge score was similar for rural and urban school teachers. Mean percent attitude score amongst all schools, irrespective of their location, was 90%. Mean percent practice score among rural school teachers was 86.67% as compared to 76.67% among urban school teachers. Teacher performance score (sum of knowledge, attitude, and practices towards school health) in rural teachers was 79.64%, while that in urban school teachers was 72.21%.Conclusions: School teachers should be periodically assessed at various levels to get status of their knowledge and understanding regarding health education. It should be ensured that teachers should receive continued education and trainings related to health, especially importance of first aid and hygiene.
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Yiu, Lisa, i Jennifer Adams. "Reforming Rural Education in China: Understanding Teacher Expectations for Rural Youth". China Quarterly 216 (19.11.2013): 993–1017. http://dx.doi.org/10.1017/s0305741013001136.
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AbstractThe Chinese state's commitment to improve teaching quality in rural regions is a key component of national efforts to close the rural–urban education gap. In this paper, we investigate an understudied but critical dimension of quality teaching: teacher expectations. We employ longitudinal data gathered in Gansu Province in 2000 and 2007 to first examine whether teacher expectations for rural youth are conditioned by students’ social origin and teacher background characteristics. Next, we determine the predictive accuracy of their expectations. Our results highlight the ways in which teacher expectations condition the sorting of rural children among different schooling tracks with distinct life trajectories. Significantly, teachers are more likely to hold lower expectations for students from disadvantaged backgrounds. In addition, non-local teachers hold lower expectations for rural children compared to local teachers. Finally, a low percentage of teachers expect students to enrol in post-compulsory vocational education. We consider the implications of these results for both educational policy and social inequality.
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Zimmerle, Joanna C., i Cheryl Lambert. "Globally Connected". Theory & Practice in Rural Education 9, nr 1 (30.05.2019): 91–104. http://dx.doi.org/10.3776/tpre.2019.v9n1p91-104.
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Rural teachers face unique challenges, including limited resources, professional development, and support, leading many to quit the profession, especially new teachers. As the problem of rural teacher retention swells, teacher educators may find the social media tool Twitter useful in preparing novice teachers for teaching in rural communities. This article examines current practices in preparing rural preservice teachers, as well as strengths and challenges of rural schools. Previous research into using Twitter to support preservice teachers’ access to resources, professional development opportunities, and emotional needs in the teacher education program and beyond are highlighted. Guidelines for using Twitter with rural preservice teachers are also provided, including rural education hashtags, professional Twitter users, and the only known Twitter chat for rural education supporters.
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Tong, Fuyong. "Practice Innovation of the Construction of the Educational Community in Contemporary Rural Areas: Taking the 123 Rural Workshops with Famous Teachers in Hangzhou, Zhejiang as an Example". Science Insights Education Frontiers 10, S1 (13.09.2021): 1. http://dx.doi.org/10.15354/sief.21.s1.ab031.
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For the sake of rural revitalization, on the basis of making efforts to the construction of rural teaching staff, innovative training mode of rural teachers, and the system of teacher workshops, 123 teacher workshops have been established in batches in Hangzhou in 2017. The essence of the workshop is the community of teacher professional development and the practice forms of a good community of rural-urban education, which effectively promoted the balance of rural-urban education. The establishment of the workshop follows the contemporary social background; hence it is not only the innovation of local policy and the practical experience but also the heritage and implementation of “system of training teaches as their friends” (Xingzhi Tao’s teacher education theory) in the new era. The workshops in Hangzhou formed the relatively complete construction mechanism through five aspects, including the system construction, activity form, training method, development guarantee, and the evaluation of the efforts. Three years since the establishment, lots of core teachers have been cultivated by the workshop, continue to expand the radiation effects of top teachers from point to area, so as to driving the education integrative development, constructing school cultural features, and promoting the rural revitalization.
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Panos, Alexandra, i Jennifer Seelig. "Discourses of the Rural Rust Belt:". Theory & Practice in Rural Education 9, nr 1 (30.05.2019): 23–43. http://dx.doi.org/10.3776/tpre.2019.v9n1p23-43.
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This article addresses the ways in which elementary teachers in the rural rust belt both reproduce and contest dominant discourses of schooling, rurality, and poverty in their particular local context. Situated within a 4-year postcritical ethnographic study, this analysis of teacher discourse took part during an embedded, 4-month-long teacher study group. Within this context, the authors examine how the group’s discourse on poverty claimed that inequity was the fault of those experiencing it, as well as that a neoliberal discourse of education emphasized a flattened accountability and growth-only perspective within teacher’s professional interactions. However, through the addition of a spatial lens, they also situate these discourses within a particular rural and rust-belt context. This article teases apart the discursive threads within two teacher study groups, revealing the construction by teachers of their own rural, high-poverty communities as deficient, as well as exploring the complexities of the intersections of these discourses for teachers working in such settings. Their analysis contributes to a more robust understanding of the particular intersecting discourses currently circulating and producing a White-majority, high-poverty rural rust belt where children go to school and are taught by educators with their own complex orientations to schooling, rurality, and poverty.
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Li, Mengmeng, Le Cai, Dimei Chen i Jianqiang Ye. "MEASURING CHINESE RURAL SCIENCE TEACHERS’ SELF-PERCEPTION TOWARDS TEACHING COMPETENCIES: INSTRUMENT DEVELOPMENT". Journal of Baltic Science Education 21, nr 6 (10.12.2022): 1026–39. http://dx.doi.org/10.33225/jbse/22.21.1026.
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The teaching competency of rural teachers is fundamental to providing rural pupils with a high-quality education. Nonetheless, China has not yet established standardized competence criteria for rural science teachers, making it difficult to ascertain the actual competence of the rural teaching force on the front lines. Consequently, this study aimed at accessing Chinese rural science teachers’ teaching competency and exploring rural-urban differences by developing a measurement instrument. Factor analyses confirmed the reliability and validity of this instrument, which consisted of 21 items and four dimensions. In addition, the questionnaire was employed to examine 393 science teachers in China, discovering the significant rural-urban differences in terms of teaching implementation and learning evaluation together with teacher distribution. This study was hoped to promote the building of the teaching competency system and provide references for rural science teachers’ professional development. Keywords: rural teacher, teaching competency, science teacher, factor analysis
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Marichal, Nidza V. "“I feel the Responsibility”". Theory & Practice in Rural Education 11, nr 2 (9.11.2021): 67–94. http://dx.doi.org/10.3776/tpre.2021.v11n2p67-94.
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Rural schools in the United States are facing an increase in the number of Emergent Bilinguals (EBs). Teachers in rural communities must facilitate learning for EB students whose linguistic and cultural backgrounds differ from the mainstream. However, rural teachers are less prepared to address EBs’ educational needs, and little is known about the actual teacher knowledge (TK) required to provide effective EB instruction in secondary rural settings. Grounded in teacher knowledge and place-based education frameworks, this qualitative study examined what teachers say they know related to the teaching and learning of EBs in a rural secondary school community. The study addressed two main questions: (1) What personal and professional knowledges do secondary teachers reveal about teaching EBs in rural settings? and (2) What place-based knowledges do secondary teachers reveal about their work with EBs? Primary data from four secondary teachers teaching EBs in a rural school in the southeastern United States consisted of video-recorded interviews and photo elicitation that illuminated teachers’ told narratives of their personal, professional, and place-based experiences via stories. Thematic data analysis followed an iterative approach. Findings from this study demonstrated that the teachers’ personal and place-based knowledges emerged as the most prominent influences in their work. Teachers’ bilingualism, hispanidad, and faith were leveraged to build relationships with their rural secondary EBs. Thus, relationship-building was central to teachers’ knowledge-base of working with EBs. A four-dimensional teacher knowledge model is proposed. Findings may inform teacher education programs and extend the research base on rural secondary EB education
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Heffernan, Amanda, Roderick Fogarty i Elaine Sharplin. "G'aim'ing to be a rural teacher?: Improving pre-service teachers' learning experiences in an online rural and remote teacher preparation course". Australian and International Journal of Rural Education 26, nr 2 (15.11.2016): 49–62. http://dx.doi.org/10.47381/aijre.v26i2.67.
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Many Australian teachers will spend part of their careers working in small rural schools and communities, yet specific preparation for rural and remote teaching contexts during pre-service teacher education remains limited. While government reports recommend the use of innovative and engaging approaches to enhance pre-service teachers’ classroom readiness, the use of such approaches to the contextualised preparation of rural and remote teachers has not been specifically addressed.In a teacher education program, an innovative place-based pedagogy has been utilised to redesign an online rural education course. A gamified, case-based approach was applied to increase student engagement and motivation. Preservice teachers are immersed in an online, simulated rural context, where they navigate the experience of appointment to a rural school. This paper describes the rationale for the course redevelopment and outlines the design process. Student course feedback pre- and post-development was analysed to evaluate the outcomes achieved from the course redevelopment. The findings indicate that student engagement rose after the redevelopment, and critical reflection from the course team indicated that students were more effectively able to connect with course themes and project themselves into the position of a beginning teacher in a rural or remote location. While the development of the course is a work in progress, the initial gamification work has enabled preservice teachers to improve their classroom and community readiness for appointment to rural and remote schools, while exposing them to modelling of effective and contemporary use of technology and pedagogy which can be applied to their future classroom contexts.
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Schwartz, Rhea. "Rural “expert” system". Rural Special Education Quarterly 8, nr 4 (grudzień 1987): 37–42. http://dx.doi.org/10.1177/875687058700800408.
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A university course offered to rural teachers of the gifted was the medium through which a parent/teacher organization was formed. The Respond/Read/Replicate/Report System was used to develop course objectives, methods, and evaluative means reflective of the individual needs of the teachers, their gifted students, and their parents in rural Madison, Florida. The unique characteristics of the delivery system and the unusual collaborative efforts of university and community officials are described.
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Luo, Yuhua, Suonian Yuan i Longjun Zhou. "How to Retain Rural Preschool Teachers?" Best Evidence in Chinese Education 11, nr 2 (30.07.2022): 1473–75. http://dx.doi.org/10.15354/bece.22.co012.
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As a result of the accelerated urbanization and the improved remunerations of urban teachers, a large number of rural teachers have been pursuing employment in urban areas, resulting in a severe shortage of rural teaching staff. This phenomenon is particularly pronounced in developing countries. Disadvantages in rural school working and living situations such as low pay, poor living conditions, heavy workloads, limited professional development has made teacher recruitment and retention extremely challenging tasks. The unbalanced urban-rural distribution of teachers, especially high-quality teachers, have become barriers to rural education development and further exacerbated the disadvantaged situations of rural students.
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Cui, Bo, Mathew A. White i Faye McCallum. "Exploring rural Chinese teachers’ attitudes towards wellbeing: Qualitative findings from appreciative semi-structured interviews". International Journal of Chinese Education 11, nr 1 (styczeń 2022): 2212585X2210928. http://dx.doi.org/10.1177/2212585x221092849.
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Teachers in rural China are considered disadvantaged compared to their urban counterparts on several measures, including working conditions, remuneration, and access to professional development opportunities. We argue that teacher wellbeing plays a crucial role in teacher quality because quality teachers require optimal functioning and wellbeing to teach well. This study reports on the qualitative element of an exploratory sequential mixed-methods research design investigating Chinese rural teachers’ attitudes towards wellbeing. The results of this study confirmed that remuneration, access to professional development opportunities and social status of rural teachers are behind those of urban teachers in China. However, several rural teachers excelled in the profession, showing a passion for teaching that transformed the lives of rural students. This study discovered a gap in the current research on the wellbeing of rural teachers in China and suggested that policymakers should promote the unique positive aspects of rurality, including teachers’ passion for optimal outcomes for their students, rather than focussing on the negative aspects of rurality.
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Bock, Marj, Mari Caballero i Kelly O'Neal-Hixson. "Special Education Teachers in Residence". Educational Renaissance 10, nr 1 (2.11.2021): 32–47. http://dx.doi.org/10.33499/edren.v10i1.181.
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Rural schools face unique challenges recruiting teachers. Rural school administrators report difficulties finding qualified applicants. Unique challenges rural special education teachers face, e.g., working with a more diverse group of students including those with significant disabilities, heighten the difficulties rural administrators experience when recruiting and retaining qualified special education teachers. Leveraging university/rural school partnerships, e.g., resident teacher university/school partnerships, can help rural schools recruit and retain qualified special education teachers. This article describes the Teachers College Special Education Fellowship Program (TCSEFP), a virtual residency in teaching program. This program established virtual partnerships between the university and numerous rural school districts throughout the state. The article includes a description of the program, evaluation data, and implications for other virtual university/school residency in teaching programs.
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Ai, Bin, Xueshan Li i Guofang Li. "When City Meets Rural: Exploring Pre-Service Teachers’ Identity Construction When Teaching in Rural Schools". SAGE Open 12, nr 1 (styczeń 2022): 215824402210799. http://dx.doi.org/10.1177/21582440221079910.
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Every year, a number of Chinese undergraduates from urban teacher universities are selected as volunteer pre-service teachers to teach in schools located in underdeveloped rural areas. In this qualitative case study, the researchers explore four pre-service teachers’ 1-year experience as volunteer educators in rural schools, their communities of practice in the south and west of China, and present their reflections on the challenges, including how their responses (re)shaped their teacher identity. It is found that these pre-service teachers have built their social capital through rural teaching experience, and they have begun to construct their professional teacher identity within that transitional community of teaching practice. The paper contributes to discussions of pre-service teacher education and pre-service teacher identity construction in the context of secondary education in rural China and in other parts of the world.
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Sherayzina, Rosa M., M. V. Alexandrova i Zinaida B. Eflova. "The Rural School and the Rural Teacher: Productive Russian and International Practices". Vestnik Tomskogo gosudarstvennogo universiteta, nr 466 (2021): 190–201. http://dx.doi.org/10.17223/15617793/466/23.
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The comparative analysis of Russian and foreign theory and practice aims at identifying productive practices of modern rural schools, professional training and development of rural teachers. Since the sociocultural, deficiency and ambivalent approaches are determined as basic for this study, their verification allows for a constructive balance in the development of rural schools and teachers as well as for positive changes in the sociocultural educational situation in rural settlements. The comparative analysis is based on theoretical and empirical studies from different countries of the world. The authors draw on the data and analytics of large-scale international studies, results of foreign and Russian researches, international documents of educational management, statistics and media information. They also rely on their long-term experience of teaching and organizing continuous professional training for rural teachers. A rural school teacher's activity is considered as professional, determined by the specificity of the sociocultural educational situation with its differentiation, inconsistency and instability, as well by the characteristics of modern rural schools, including their social mission, multifunctionality, openness, instability/variability of its position, the latter brought about by the increasing paucity of rural school students. These factors directly determine the specificity of teaching in rural areas: educators have to teach multiple subjects and fulfill multiple functions; they are involved in local community life and often have to changes the type of their professional activity. The chain of interrelated problems in the professional activity of rural teachers is considered within the framework of their integral, professionally-oriented development. The productive Russian and foreign practices of mixed-age teaching in rural schools are underpinned by the idea of relations in mixed-age child and child-adult communities as a system-forming factor in the modern information society. The authors determine and give grounds for the following priorities in modernization of the rural school and rural teacher training: formation and development of rural schools as sociocultural educational centers of settlements; establishment of federal and regional network educational centers to promote and support mixed-age child-adult educational communities that would function as a tool for solving vital problems of local communities and rural development; mixed-age education as a productive educational technology in small rural school; personalized training for rural teachers. The study can be useful for teachers, school administrators, researchers of lifelong education for rural teachers, and pedagogical students.
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Staunton, Mike. "Instructional Flexibility in Rural and Suburban Secondary Schools in North West Queensland". Australian and International Journal of Rural Education 5, nr 1 (1.03.1995): 9–23. http://dx.doi.org/10.47381/aijre.v5i1.392.
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The instructional flexibility of rural and suburban secondary teachers in two educational regions of Queensland was investigated. It was proposed that the qualitative and quantitative differences between rural and suburban secondary, and particularly the significant differences in class size, would see rural secondary teachers more instructionally flexible than suburban counterparts. Using interpretative and positivist data gathering processes and analysis techniques, it was found however, that in all respects of instructional flexibility, there was no significant difference between rural and suburban secondary teachers. Several reasons were advanced for the finding. First, it was found that the same teaching paradigm dominated teaching regardless of setting that of teachers standing out the front of their classes and delivering the information to their students. Second, both teachers, and the Department of Education, have a simplistic notion of learning style which arguably impaired their ability to construe teaching and learning in other than traditional ways. Third, in what all teachers indicated they would prefer to do as teachers, and what they felt able to do in reality as teachers, there was considerable discord, attributed mainly to the perceived demands to 'get through the work program' regardless. This is construed to be an attitude which is essentially incompatible with catering to student learning style differences. Finally, it was suggested the significant factors affecting a teacher's instructional paradigm are the model of teaching demonstrated by the teacher training institution, the teachers own personal construct of teaching, and the role of the teaching practicum in perpetuating the traditional, teacher centred, dais based model of instruction.
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Haynes, John Ewen See, i Judith Anne Miller. "Transitioning from university to teaching in schools located in rural and remote settings". Australian and International Journal of Rural Education 26, nr 2 (15.11.2016): 34–48. http://dx.doi.org/10.47381/aijre.v26i2.66.
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This paper reports the findings of research which focused on fourth year pre-service teachers’ perceptions of the issue of their transition from pre-service university student to in-service teaching, specifically in rural and remote settings. The results of a survey which focused on students’ perceived levels of readiness and comfort when considering teaching in a rural or remote school as a first posting are presented. Background data were collected revealing that the majority of the pre-service teachers (n=39) identified their hometown as rural and/or as a small city within a 400 km radius from the regional University. Analysis of data indicated 32 of the participants wanted to teach in a rural school, two wanted to move closer to the coast and five were unsure.  Leximancer text-mining software was employed to examine the responses to five questions including: how they would describe themselves as a teacher; what differences existed between rural and urban teaching; what their ideas were regarding what constituted good rural teaching; and what may be the difficulties in rural teaching. The last section of the results provides a profile of the number of preservice teachers (PSTs) intending to teach in rural settings. The findings confirmed previous research that suggested that many teachers in rural settings originate from small rural and remote communities. The concepts and themes emerging from the analysis of the open ended survey data are presented as the major findings. Implications of the research include recommendations that pre-service teacher education programs could be more responsive to student needs, resulting in greater preparation for teachers entering the teaching profession in rural and remote settings.
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Boylan, Colin, i David McSwan. "Long-Staying Rural Teachers: Who are They?" Australian Journal of Education 42, nr 1 (kwiecień 1998): 49–65. http://dx.doi.org/10.1177/000494419804200104.
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ISSUES of teacher recruitment and retention in rural and isolated areas have received considerable attention in Australia and North America. Research findings have influenced policy and many training incentive programs and packages are in place. Litle attention, however, has been given to long-staying rural teachers and why they are satisfied to stay in locations which others in the profession find disagreeable. This report analyses available studies and, among other things, reveals much variation in the definition of ‘long-staying’. A survey was administered to 427 long-staying rural teachers, teachers who had been in their current school for at least six years and were not planning to move within twelve months. It sought information on professional pre- and inservice education, satisfaction, commitment and community. There emerged a profile of a professionally satisfied, community integrated, family oriented teacher who enjoyed the rural lifestyle and environment. The results carry strong messages for teacher education and teacher selection processes.
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Ling, Zhang, Jiang Na, Siaw Yan-Li i Joko Sriyanto. "SCHOOL CULTURE AND PROFESSIONAL DEVELOPMENT OF SCHOOL TEACHERS FROM URBAN AND RURAL AREAS IN CHINA". Jurnal Cakrawala Pendidikan 39, nr 3 (20.10.2020): 609–19. http://dx.doi.org/10.21831/cp.v39i3.31580.
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Rural teacher recruitment and retention has become a common concern globally including in China. In order to understand the underlying reasons that cause rural teachers’ attrition, this study aims to explore the school culture and professional development of the teachers from urban and rural areas of China provinces, by examining three study objectives: teaching location and socio-demographic factor; challenges faced by rural teachers; and strategies to develop teaching professionalism in rural schools. A mixed-method approach involving survey forms and interview sessions was used for data collection. Data were analyzed using SPSS and ATLAS.ti which included inferential and thematic analysis. A number of 1547 teachers under Compulsory Education in Jiangxi, China were involved as participants. Results indicated that teaching location is significantly related to the socio-demographic condition. Additionally, five challenges reported by rural school teachers include parental involvement, working environment, salary, personal growth, and family environment. Meanwhile, three main strategies used for professional development are educational beliefs, collaboration relationships, and teacher self-training. The outcome of this study would contribute towards effective and feasible measures to stabilize rural teachers, promote educational and social equity, and promote the integration of urban and rural teachers. Findings conclude the importance to explore further and propose the corresponding measures to improve the working and living status of rural teachers.
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Eflova, Zinaida B. "Тraditions and innovations in continuing education of a rural school teasher: summer pedagogical school". Pedagogy Of Rural School 3, nr 9 (2021): 96–117. http://dx.doi.org/10.20323/2686-8652-2021-3-9-96-117.
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The article continues to acquaint with the results of a historical and pedagogical study of the theory and practice of professional and personal formation and development of a rural teacher in Russia, carried out in the discourse of his lifelong education (journal «Pedagogy of rural school», № 1, 2021). At the stage of the development of rural schools and rural teachers (XIX – early XX centuries), the prerequisites for the continuous education of a rural teacher are found in such forms of advanced training as teachers' congresses and courses for folk (zemstvo, rural) teachers. The illustration of the possibility of reviving traditions and harmonizing the ideas of educators with the development trends of modern rural school and its teacher is the Summer Pedagogical School for leaders and teachers of rural educational organizations of the Republic of Karelia. The reliance on traditions in improving the qualifications of rural teachers is manifested in the concept, content, structure and forms of implementation of the program of additional pedagogical education, carried out in this format. The article substantiates the viability and prospects of the following ideas of teachers' congresses and courses: 1. The actual content of the additional education of a rural teacher, adequate to modern trends in the development of education and at the same time verified (coordinated) with the specifics of rural school, professional activity and lifestyle of a teacher in the in the village. 2. The interdependence and interconnection of theory and practice, the practical orientation of additional pedagogical education and its focus on the translation of learning outcomes into the life of rural school, into the professional activities of a rural teacher. 3. Democratic creative atmosphere, «friendly interface» of the Summer Pedagogical School of rural teachers. 4. Integration of resources of subjects of joint educational activities – organizers and participants of the Summer Pedagogical School. The innovativeness of the summer pedagogical school manifested in the compatibility of team and personalized training, in a modular approach to the construction and implementation of the educational program, in the priority of active, interactive technologies, in the use of information technologies and etc.
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Barter, Barbara. "Rural education: learning to be rural teachers". Journal of Workplace Learning 20, nr 7/8 (12.09.2008): 468–79. http://dx.doi.org/10.1108/13665620810900292.
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Gagnon, Douglas. "ESSA and rural teachers". Phi Delta Kappan 97, nr 8 (25.04.2016): 47–49. http://dx.doi.org/10.1177/0031721716647019.
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Nguyen, Tuan D. "Examining the Teacher Labor Market in Different Rural Contexts: Variations by Urbanicity and Rural States". AERA Open 6, nr 4 (lipiec 2020): 233285842096633. http://dx.doi.org/10.1177/2332858420966336.
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Using repeated cross-sectional nationally representative data, we demonstrate how the teacher labor markets for rural contexts are different from those in urban-suburban areas. We also show that teacher attrition is not uniform across various rural settings. In particular, novice teachers in rural schools in sparsely populated states are more likely to turn over than novice teachers in urban-suburban schools in sparsely populated states. We also examine how teacher and school characteristics are associated with turnover in different rural contexts. The findings indicate there should be a concerted effort to examine teacher attrition in various rural contexts and not simply as delineation from urban-suburban areas.
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Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih i Anggri Muhtia. "Teaching in Rural Indonesian Schools: Teachers’ Challenges". International Journal of Language Teaching and Education 2, nr 2 (31.07.2018): 87–96. http://dx.doi.org/10.22437/ijolte.v2i2.5002.
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The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.
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Febriana, Mia, Joko Nurkamto, Dewi Rochsantiningsih i Anggri Muhtia. "Teaching in Rural Indonesian Schools: Teachers’ Challenges". International Journal of Multicultural and Multireligious Understanding 5, nr 5 (1.10.2018): 11. http://dx.doi.org/10.18415/ijmmu.v5i5.305.
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The Ministry of Research, Technology, and Higher Education of Indonesia has prioritized education in the disadvantaged, outermost, and frontier regions (3T) by implementing a program called Sarjana Mendidik di daerah Terdepan, Terluar, dan Tertinggal (SM-3T), which is a year program for teacher education graduates to devote their lives teaching in the rural areas of Indonesia. The government sees the importance of promoting education in rural areas as a shared responsibility that must be done as a form of devotion to the nation. Every year the government sends thousands of teachers of various subjects as an effort to meet the needs of teachers in rural areas, which is still far from enough. Teachers who in fact come from urban areas certainly experience many challenges when they teach in rural areas with lack of facilities. This paper aims at finding out the challenges faced by teachers, especially English language teachers in carrying out teaching and learning activities in rural Indonesian schools. Framed by a humanistic perspective, questionnaires and in-depth interviews were employed as data collection techniques in this narrative case study. Furthermore, this study is expected to contribute to the teacher professional development in the rural areas.
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Tkacheva, T. A. "ENLIGHTENMENT ACTIVITIES OF THE FUTURE TEACHER IN A RURAL ENVIRONMENT". Pedagogical IMAGE 15, nr 2 (2021): 222–33. http://dx.doi.org/10.32343/2409-5052-2021-15-2-222-233.
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Introduction. The training of future teachers is one of the most discussed topics in education. Special attention focuses on a rural school and its staff. Teachers of a rural school should undoubtedly have a high creative potential, social activity, and stable emotional intelligence. The rural teacher should be able to solve professional problems quickly and, sometimes, extraordinarily, strive for self-improvement and competently participate in resolving the uncharacteristic issues through a constructive dialogue with the authorities and the population living in the village. The specifics of the rural environment require the future teacher to master another type of professional activity. This is enlightenment. Thus, the phenomenon of the “enlightenment activity” of a future rural teacher is an object of the analysis. This paper reveals the concept of enlightenment activity of the future teacher; clarifies the structure of this activity; identifies the features of the rural environment; determines the main directions of the enlightenment activity of the future rural teacher; presents the summary results of the sociological survey on the stated research topic. Materials and methods. The study involved a general analysis of the educational activities of the future rural teacher. The methods employed are the analysis of scientific, psychological, and pedagogical literature on the topic of the research; pedagogical observation; conversation and questioning of primary school teachers, teachers of preschool and additional education, students of Angarsk Pedagogical College, parents, or their representatives. The results of the study. The analysis of the theory and methodology in pedagogical education of the rural population has made it possible to clarify the essential characteristic of the “enlightenment activity” concept and present the structure of this activity. The sociological survey “My small Homeland, what is it?” was conducted to identify the features of the rural environment and the main directions of enlightenment activities in the rural area. Students of Angarsk Pedagogical College and their parents, primary school teachers, teachers of preschool and additional education living in rural areas took part in this survey. Its results are summarized and presented in this paper. Conclusion. The practical significance of the work lies in considering the phenomenon of “enlightenment activity” of the future rural teacher. The study is still ongoing, but even preliminary data allow the conclusion that it is necessary to introduce the sections aimed at developing the skills to carry out the enlightenment activities of future teachers in a rural environment in the educational programs of the SBPEI Angarsk Pedagogical College. Keywords: enlightenment activity, education, future teacher, rural environment, professional activity, place of residence, family and neighborhood microenvironment
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Kurmankulova, Amina K., Zhanar K. Kiynova i Nailya Zh Seraliyeva. "Professional development of kazakhstani rural teachers of russian language and literature in the context of digitalization of education". Perspectives of Science and Education 59, nr 5 (1.11.2022): 641–56. http://dx.doi.org/10.32744/pse.2022.5.38.
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Introduction. The professional development of a teacher improves the quality of education, contributes to the improvement of the teacher's skills and motivates him for further continuous professional growth. The purpose of the article is to diagnose the professional needs of Kazakhstani rural teachers of Russian language and literature and to determine the factors contributing to their professional development. Research methods. To determine the assessment of the activities, working conditions and professional development of Kazakhstani teachers, the results of the international study of the teaching staff on teaching and learning TALIS-2018 were analyzed. The method of secondary data analysis based on a large-scale study was used, as a result of which it has high validity. The SPSS statistical program was used to process an international database. In order to determine the needs of rural teachers and factors that negatively or favorably affect their professional development, a questionnaire was conducted. More than 70 rural teachers of Russian language and literature of Almaty region took part in the online survey. In addition, focus groups with teachers of the Almaty region were conducted to obtain high-quality data. The interview was processed using the decryption method, that is, transcribing audio recordings and encoding texts. Results. The article analyzes how the data of the international TALIS-2018 study were used to reform Kazakhstan's educational policy. In addition, the results of the online survey allowed the authors to conclude that rural teachers of Russian language and literature prefer to master the topics of digital technologies in education (54.5%), functional literacy and critical thinking (54.3%), assessment methods (47.1%). The professional needs of rural teachers are associated with the need to improve teaching methods (41.2%), consult with the most experienced colleagues (32.5%) and develop skills to work with children with special educational needs. Conclusion. The directions contributing to the professional growth of rural teachers of Russian language and literature and the quality of improving the academic performance of students in rural schools where there is no language environment and poor quality of Internet connection are identified: the formation of digital competencies of rural teachers, extracurricular work, mentoring and professional support, diagnostics of professional needs of rural teachers and the organization of advanced training courses, methodological support of small schools.
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Sianturi, Murni, i Huei-Hsuan Lin. "Effects of Student's Grade to Teacher's Teaching: a Case Study in an Indigenous Classroom". Journal of Education and Vocational Research 7, nr 4(V) (26.01.2017): 6–11. http://dx.doi.org/10.22610/jevr.v7i4(v).1504.
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Abstract: The perspective of teaching in rural area led this study to investigate non-indigenous teacher's teachings in an indigenous classroom of one of rural elementary schools in Hualien, Taiwan. The teacher's views on indigenous students' grade and how it related to the teacher’s teaching were explored also. This study was a case study. Data was collected and analyzed by applying qualitative method. It implemented classroom ethnography approach. It revealed that although the teacher had demonstrated a great deal of passion in teaching indigenous students, involvement the students in some indoor and outdoor activities, and using various media to get students’ attention, but he was concerned about his students’ low academic achievement. In Hualien, there are annual provincial examinations on the subjects of Chinese, Mathematics and English in May, which all the elementary students are required to take. To improve the student academic performance he used some classroom time to practice drills rather than spending time on exploratory activities. When indigenous students' underperformance in standardized tests are considered as reflecting poor quality of teaching, preparing students for the sit-in tests will continue to be a part of classroom teaching. This study suggests that teachers have to understand the educational context in which teaching and learning take place. Knowing this would provide teachers a more meaningful teaching and learning.
Keywords: Teaching, grade, non-indigenous teacher, indigenous students, rural elementary school
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Ahmed, Qazi Waqas, Anna Rönkä i Satu Perälä-Littunen. "Parental Involvement or Interference? Rural Teachers’ Perceptions". Education Research International 2021 (2.09.2021): 1–8. http://dx.doi.org/10.1155/2021/3182822.
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This research explored rural state school teachers’ perceptions concerning parental involvement in children’s education in a developing country context. The data were collected through thematic interviews with teachers of public schools situated in the rural areas of Khyber Pakhtunkhwa (KPK), Pakistan. The study findings revealed teachers’ frustration and disappointment regarding parental involvement. Teachers believed that susceptible socioeconomic circumstances and adherence to local customs hindered many parents from participating in their children’s education. In line with this, teachers frequently held negative perceptions regarding children’s parents, and these perceptions have the potential to adversely affect parent–teacher communion and children’s learning. We offered several policy implications for enhancing parents’ roles and teachers’ competency in supporting parental involvement, which could also be practical in other developing countries sharing similar impediments, such as widespread illiteracy, poverty, and a lack of qualified teachers.
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Liu, Shanhuai. "Factors Influencing the Turnover Intention of Rural Preschool Teachers in the Context of Rural Revitalization: An Analysis Based on a Moderated Mediation Model". Best Evidence in Chinese Education 11, nr 2 (30.07.2022): 1523–27. http://dx.doi.org/10.15354/bece.22.ab005.
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The retention of teachers is critical to the development of rural preschool education in China. We conducted a sample survey of 3790 rural kindergarten teachers from 22 counties (or cities) of 10 provinces and examined the effects of work stress and job apathy on the turnover intention of rural preschool teachers using the work stress, job apathy and turnover intention scales. According to the research findings, work stress can significantly predict rural kindergarten teachers’ turnover intention; job apathy plays a mediating role between job stress and teacher turnover intention, and the indirect effect is greater than the direct effect; Bianzhi membership can moderate the direct effect of work stress on teacher turnover intention and the mediating effect of job apathy.
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Mugizi, Wilson, Edidah Natumanya i Kariisa Henry Ampeire. "Perceived Support and Teacher Engagement in Secondary Schools in a Rural District in South-Western Uganda". East African Journal of Education Studies 5, nr 4 (2.12.2022): 103–19. http://dx.doi.org/10.37284/eajes.5.4.987.
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Hard to reach schools in rural districts experience many challenges including harsh environmental conditions, financial difficulties, lack of school buildings and shortage of teachers due to their locality. Teachers who accept to join such schools tend to be disengaged because of poor working environments. This study sought to identify factors related to teacher engagement in secondary schools in rural hard-to-reach areas in Uganda. Generally, the study assessed the relationship between head teachers perceived support and teacher engagement in secondary schools in Buhweju district a hard-to-reach rural district in south-western Uganda. Specifically, the study tested whether perceived support in terms of training, pay and promotion related teacher engagement. This correlational study used a sample of 220 teachers. Data were collected using a self-administered questionnaire and were analysed using the quantitative approach. Data were analysed using Partial Least Square Structural Equation Modelling (PLS-SEM) using SmartPLS 4 testing the link between the study variables. The findings revealed that while pay and training had a positive and significant relationship with teacher engagement, promotion support had a positive but insignificant relationship with teacher engagement. The conclusions of the study were to the effect that while pay is essential for teacher engagement and training is imperative for teacher engagement in hard-to-reach secondary schools in rural districts, promotion is not a probable requirement for teacher engagement in the hard-to-reach secondary schools in rural districts. Therefore, it was recommended that head teachers of secondary schools should provide pay support to teachers, and prioritise providing training to teachers but promotion should not be overemphasised
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Barter, Barbara G. "Rural Schools and Distance Education". International Journal of Information and Communication Technology Education 7, nr 1 (styczeń 2011): 33–45. http://dx.doi.org/10.4018/jicte.2011010104.
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In 2006, the author began research on current issues in rural education in which teachers recounted narratives of teaching. As deficits, they spoke of an inability to retain teachers, too little diversity in student programming, and lack of access to extra-curricular activities. They also noted challenges brought on by education reform that increased the use of distance education and long distance bussing. Positively, teachers mentioned how much they cared about their students and their school. They were proud of how they worked hard to meet student and community needs. This paper discusses teacher experiences with distance education and the use of the technology required for the delivery of such programs. Teachers urged that distance education must hold a dominant place of importance in the delivery of a well-rounded education to children in rural areas but that such a focus also requires a variety of supports to schools.
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Brenner, Devon, Amy Price Azano i Jayne Downey. "Helping new teachers stay and thrive in rural schools". Phi Delta Kappan 103, nr 4 (grudzień 2021): 14–18. http://dx.doi.org/10.1177/00317217211065821.
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Among the many challenges facing rural administrators, recruiting and retaining teachers is often at the top of the list. Given the time and energy they must invest to successfully attract, recruit, and hire a new teacher, there is a significant need to adopt strategies that will help to retain those new teachers. Rural administrators can support new teachers so that they stay — and thrive — in rural districts by connecting teachers with the community, supporting place-based practices in the classroom, and helping new teachers build relationships both in and out of school.
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Zakharova, Irina M., Lilia R. Sadykova i Nailya G. Khakimova,. "ASSESSMENT OF THE PROFESSIONAL COMPETENCE OF A RURAL SCHOOL TEACHER". Russian Journal of Education and Psychology 13, nr 3 (30.06.2022): 109–29. http://dx.doi.org/10.12731/2658-4034-2022-13-3-109-129.
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The purpose of the work is to summarize the results of a pilot study of the assessment of the structural components of the professional competence of a rural school teacher, to determine the principles and directions of research on the design of a diagnostic map for assessing the professional deficits of a teacher working in a rural school.
Research methods. In the course of the research, a theoretical analysis of pedagogical literature was carried out, which allowed to clarify the degree of relevance and depth of study of the problem under study. The conducted pilot study of each teacher’s assessment of their level of pedagogical competence made it possible to determine the direction of designing practice-oriented tasks in order to diagnose professional deficits of a rural school teacher.
The results of the study. The theoretical analysis of the structural components of the professional competence of the teacher in the aspect of the implementation of the requirements of the updated Federal State Educational Standards and the developed draft Professional standard of the teacher. The results of a pilot study of the assessment of the structural components of the professional competence of a rural teacher, including a small school, are shown. The blocks of teachers’ competencies to be evaluated are defined: normative, subject, psychological and pedagogical, methodological and analytical. Various models for assessing the level of formation of professional competencies of teachers are presented and analyzed. The principles and directions of applied research on the design of a diagnostic card for assessing professional deficits of a teacher working in a rural school are determined.
The scope of the results. The article will be useful for teachers of pedagogical universities, organizations of additional professional education, students studying in the areas of “Pedagogical education”.
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KIFAYAT KHAN, DR. TEHSIN TAHIR, DR. UMBREEN ISHFAQ i ASAD KHAN. "A Study to Examine Teachers’ Classroom Time Management Strategies At Secondary School Level". Journal of Business & Tourism 3, nr 2 (5.11.2021): 59–71. http://dx.doi.org/10.34260/jbt.v3i2.73.
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Effective classroom management strategies can play an important role in teaching learning process. Classroom management encompasses many factors including management of subject matter, environment, discipline and time. These all are the byproducts of teacher’s effective classroom management strategies. This study was focused to investigate the teacher’s Classroom Time Management Strategies (CTMS) at secondary school level. All secondary school teachers of Khyber Pukhtunkhwah (KP) were considered as the population of the study. A sample of 480 teachers form 80 schools of five (5) districts (96 teachers to each district) was randomly selected. The sample was further distributed into eight (8) strata of male/female, urban/rural, science/arts, and public/private through stratified random sampling techniques such that the number of teachers in each stratum remains 240. The data was collected through a self-prepared questionnaire of reliability 0.87 and was analyzed through statistical tools. The analyzed data reflected that mostly teachers (62.7%) were in practice to utilize time management strategies. Further it was found that: male teachers were superior to female teachers; urban teachers were superior to the rural school teachers; science teachers were superior to the arts teachers; and public school teachers were superior to the private school teachers in classroom time management strategies CTMS; and. Classroom management oriented refresher courses for female teachers may be arranged to abridge gender gap in various CTMS and these strategies should be stressed more frequently in curriculum and pre-service teacher trainings.
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Zhang, Tianjiao, Weiping Wang i Li Yi. "Who Teaches in Rural Schools in Underdeveloped Areas? An Investigation Based on a Survey of 5,554 Teachers from 117 Towns in H Province in Wuling Mountains Zone, China". Best Evidence in Chinese Education 11, nr 1 (31.05.2022): 1429–48. http://dx.doi.org/10.15354/bece.22.or060.
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Teacher shortage is a major hindrance to China’s rural education growth in underdeveloped areas, as well as one of the main causes of educational injustice. We conducted a survey of 5,554 teachers from 117 towns in H province in the Wuling Mountains Zone to investigate the issue of rural school teacher supply. From geographical, emotional, and institutional perspectives, we used a polynomial logit model to examine the validity of the “hometown effects” hypothesis. The findings showed that hometown effects exist in China in all three dimensions. The institutional hometown effects are the most pronounced; when compared to open recruitment, teachers sourced through teacher supply augmentation programs (such as the Secondary Normal Graduates Program, Special Position Program, and Targeted Position Program) are more likely to teach in rural schools, particularly more disadvantaged village primary schools or teaching sites. China’s policy of increasing teacher supply has had a considerable positive influence on rural school staffing. Students from rural areas make better teacher candidates; feelings for hometowns should be encouraged among normal school or university students in pre-service education; and the implementation of teacher support policies should be emphasized to retain rural teachers and improve their teaching quality.
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Xiong, Zhaoyang. "The Current Situation and Training Countermeasures of Chinese Rural Teachers’ Professional Identity in the Context of “Double Reduction”". SHS Web of Conferences 158 (2023): 02013. http://dx.doi.org/10.1051/shsconf/202315802013.
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This research sought to investigate Chinese rural teachers’ professional identity in the context of “double reduction”, analyze deficiencies and causes, and explore reasonable training countermeasures to enhance rural teachers’ professional identity in order to contribute to promote rural education. A sample of 306 Chinese rural teachers voluntarily participated in this study. To explore the the status quo, questionnaire survey and interview were used. Results revealed that the overall level of professional identity of rural teachers in Chinese primary and secondary schools was relatively high. In addition, it was important to notice that the level of role values is the lowest among the four factors. Besides, research showed that teacher professional identity was related to a number of individual factors, including gender, length of teaching experience, and subject taught, and the double reduction policy brought rural teachers work and psychological pressure. Therefore, we can take some measures to deal with it.
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Warren, Elizabeth, Tom J. Cooper i Annette Baturo. "Indigenous Students and Mathematics: Teachers’ Perceptions of the Role of Teacher Aides". Australian Journal of Indigenous Education 33 (2004): 37–46. http://dx.doi.org/10.1017/s1326011100600856.
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AbstractThis study examined teachers’ perceptions of the role of teacher aides in mathematics classrooms in rural and remote Indigenous communities. Twelve teachers from three schools in rural and remote Queensland participated in the study. The results from the first year of the project indicated that there were differences in how these teachers worked with their teacher aides, particularly the specific roles assigned to them in the mathematics classroom, with non-Indigenous teacher aides being given greater responsibilities for student learning and Indigenous teacher aides for behavioural management. As a result of teacher aide in-service on mathematics learning, teachers’ perception of the Indigenous teacher aides changed, resulting in each being given greater responsibility for student learning.
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Xingfang, Yang, Rizo Budi Prastowo, Minenhle Khumalo i Shabnam Musayeva. "Rural Teacher Salary Impact Rural Students Drop Out in Developing Country". Journal of Educational Sciences 3, nr 2 (14.06.2019): 155. http://dx.doi.org/10.31258/jes.3.2.p.155-161.
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Student dropout in rural area is one of the education problems that being faced by many countries. In this qualitative study, we used global and national documentation to explore and describe in-depth impact of rural teacher salary on rural student dropout in selected four developing countries, namely Azerbaijan, Colombia, Indonesia and South Africa. The data was obtained from the published data of each countries. The result shows that South African rural teachers get the highest salary of USD 2,524, followed by Colombia with USD 626,58, Azerbaijan USD 175 and Indonesia USD. 182.24. The Lowest percentage of rural student dropout in primary level is South Africa and Colombia (3% respectively), Junior High School level is Azerbaijan (8%) and for Senior High School is South Africa (27%). In conclusion it shows that rural teacher salary has negative impact on rural student dropout, but this impact will be more influential by support from many other factors. It is suggested that developing countries should increase rural teachers’ salary as the solution to decrease rural student dropout.
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Williams, Heather, Janet Williamson i Carl Siebert. "Exploring Perceptions Related to Teacher Retention Issues in Rural Western United States". Australian and International Journal of Rural Education 32, nr 2 (25.07.2022): 91–107. http://dx.doi.org/10.47381/aijre.v32i2.331.
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The rural setting is one that must be better understood because of the broader discussions of changing demographics, growing diversity, the need for economic development, and community engagement. Additional research is needed to understand the interconnection of rural spaces and teacher retention. The purpose of this study was to understand the perceptions of educational stakeholders in a rural region of the western United States as they relate to retaining teachers in rural school communities that are experiencing shifts in the community due to limited rural opportunity and underdevelopment, ageing populations, poverty, out-migration, and shrinking economies. The study collected data from teachers, administrators, parents, patrons, legislators, students, and other educational stakeholders through a survey instrument (n= 806). Data were collected from October of 2017 to January of 2018. The methodological approach was a mixed qualitative and quantitative inquiry. The mixed-method approach was due to several open-ended questions on the survey, along with quantitative, closed-ended survey questions. The findings illuminate the critical role leadership plays in retaining teachers, and the significant need for robust mentoring and support programs for new teachers. Findings also consider the relationship between rural education policies, leadership practices, teacher recruitment and retention, and broader issues related to rural development. In addition to finding ways to better support mentoring, there are several implications for teacher and leadership preparation programs to better support rural placements.
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Pasutri, Novita Silta, i Melda Yeni. "Rural EFL Teacher’s Challenges in Improving Students’ Higher Order Thinking Skills". Asatiza: Jurnal Pendidikan 3, nr 2 (30.05.2022): 71–77. http://dx.doi.org/10.46963/asatiza.v3i2.520.
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This research aims to explore the rural EFL teacher’s challenges in improving students’ higher order thinking skills. The participant of this research was one English teacher who teach in the Junior High School in Gaung district. By using qualitative approach, the researchers collected the data employs non-participant observation in the teaching and learning process, interviewed the English teacher, and took documents by collecting the lesson plan. The result of this research showed that the challenges in teaching higher-order thinking skills in the rural area are the teacher’s knowledge and ability to teaching for HOTS is still low, passive students, students’ low English proficiency, the limitation of the school facility, and lack of sources. Based on the finding above, this research recommends to the school to give a facility or train the teachers about how to teach the students’ higher-order thinking skills based on the demand of 2013 Curriculum. Besides that, the development of HOTS in the rural area is not easy for the teachers because of all those challenges. So, the headmaster or the education authorities should find the solution to make all the students in the rural area can reach the expectation of the Higher Order Thinking based on 2013 curriculum.
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Kuusimäki, Anne-Mari, Lotta Uusitalo-Malmivaara i Kirsi Tirri. "Parents’ and Teachers’ Views on Digital Communication in Finland". Education Research International 2019 (30.07.2019): 1–7. http://dx.doi.org/10.1155/2019/8236786.
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Parents’ and teachers’ well-functioning communication supports their partnership and also benefits pupils’ well-being. Today, communication largely takes place using electronic tools. In the current study, Finnish parents’ (N = 1123) and teachers’ (N = 118) opinions on digital communication in urban and rural areas were studied by applying a new 14-item Digital Communication Scale (DCS) created for the purpose. The three-factor structured DCS was used to elucidate parents’ and teachers’ views on their partnership, feedback, and clarity of messaging. In contrast to some negative headlines and myths, the main finding of our study was overall satisfaction with digital communication, which was seen as supporting the parent-teacher partnership and providing valuable information on pupils’ development and their everyday issues. In particular, rural parents seemed satisfied with digital communication as a partnership-building tool. However, the view of parents was that they received less encouraging feedback about their children than teachers believed they had given. On the other hand, teachers experienced more ambiguity in digital communication than parents. This was more salient among urban teachers than among rural teachers. To summarize, rural parents and rural teachers saw digital communication as serving their collaboration better than did their urban peers. The results of the current study can be used for further development of parent-teacher communication in digital environments.
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Manwa, Lilian, Tabitha Grace Mukeredzi i Lokadhia Manwa. "Rural school teaching in Zimbabwe: Mentoring experiences of 'beginning' primary school teachers." Australian and International Journal of Rural Education 26, nr 2 (15.11.2016): 63–76. http://dx.doi.org/10.47381/aijre.v26i2.65.
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The first year of teaching is the most formative period in a teacher’s career. Support is therefore crucial if they are to develop the competencies, confidence and attitudes that will help keep them contented and effective in the classroom. One way of enhancing these aspects is through induction and mentoring. This will help ensure a firm foundation for professional growth and career development. This qualitative inquiry sought to establish the mentoring experiences of ‘beginning’ teachers in rural primary schools in Masvingo District of Zimbabwe. Data were generated through in-depth interviews and open-ended questionnaires from thirty purposively selected novice teachers. Findings indicate that most beginning teachers in this study did not experience mentoring and consequently smooth transitions from student-hood to teacher-hood, but were left to navigate their new environment alone. Their experiences seemingly impacted negatively on their career prospects as some indicated interest in careers outside the teaching profession. The education system needs to offer on-going, in-service mentor training courses to practicing teachers to expose them to mentoring, thereby preparing them for professional guidance of beginning teachers. This will promote professional learning and development, adding qualitative commitment and competence to the growth trajectory of both novice and practicing teachers, which in turn may motivate new teachers to stay in the profession.Â
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Nelson, Karen C., i Nancy Prindle. "Gifted Teacher Competencies: Ratings by Rural Principals and Teachers Compared". Journal for the Education of the Gifted 15, nr 4 (lipiec 1992): 357–69. http://dx.doi.org/10.1177/016235329201500405.
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Rural school principals and gifted educators from 40 school districts in a midwestern state were surveyed with an instrument used in a 1981 national study of university trainers and gifted practitioners. Respondents rated 24 gifted-teacher competency items on a scale of 1 (non-essential) to 5 (essential). Group means for all items were compared for significance and used to provide a rank ordering of the competencies. Results showed remarkable congruence between both rural groups (as well as between these groups and the earlier national sample) on the eight “most essential” competencies. Greatest agreement between groups was found on items describing direct instructional competencies. Significant differences between the rural principals and teachers occurred on items involving counseling and advocacy skills.
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Savelsbergh, Mary. "Urgently Needed Culturally Diverse, Rural Special Education Teachers". Rural Special Education Quarterly 13, nr 3 (wrzesień 1994): 22–25. http://dx.doi.org/10.1177/875687059401300305.
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This article addresses several issues surrounding the urgent need to recruit culturally diverse, special education teachers in our rural schools. With the increase of minority students, the number of minority teachers has not increased. It is possible that a K-12 culturally diverse child will never be educated by a culturally diverse teacher.
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Wang, Huan, Claire Cousineau, Bill Wang, Lucy Zeng, Andrew Sun, Ezra Kohrman, Nick Li, Esther Tok, Matthew Boswell i Scott Rozelle. "Exploring Teacher Job Satisfaction in Rural China: Prevalence and Correlates". International Journal of Environmental Research and Public Health 19, nr 6 (16.03.2022): 3537. http://dx.doi.org/10.3390/ijerph19063537.
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Extant research continues to establish the importance of teacher job satisfaction to student performance, yet teacher job satisfaction remains under-investigated in rural China. In this paper, we examine the prevalence and correlates of teacher job satisfaction. Using data from 634 teachers across 120 schools in rural China, we find an alarmingly high prevalence of teacher job dissatisfaction: roughly 21% of rural teachers were less than satisfied with their jobs. In addition, we find that several individual- and school-level characteristics, including being a male teacher, being a homeroom teacher, not having a management role in school, being a middle-aged teacher, and a school’s boarding status, are correlated with teacher job dissatisfaction. In sum, the results demonstrate a need for further research and policy interventions to improve teacher job satisfaction in rural schools.
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Galafa, Beaton, i Daosavanh Ngoimanee. "Attracting Teachers to Rural and Remote Schools". International Journal of Teacher Education and Professional Development 5, nr 1 (styczeń 2022): 1–14. http://dx.doi.org/10.4018/ijtepd.295541.
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This article examines the teacher recruitment policies of Laos and Malawi in relation to rural teaching motivation. It evaluates the policies and analyzes the main issues affecting such policies. The study is qualitative, largely relying on available literature such as policy documents from education ministries in Laos and Malawi, UNICEF, UNESCO and World Bank education reports, published journal articles, and any supplementary material available in both the print and online media among others. The study finds that strategies to attract teachers to the rural and remote schools in both countries mainly include rural or hardship allowances and housing schemes. However, due to lack of financial capacity, the strategies have not been fully effective. Thus, the study recommends for improvement of the strategies through readjustment and extension of the benefits to include better housing schemes, provision of in-service training to rural and remote teachers, improved promotion criteria for rural teachers, and increment of the rural or hardship allowances.
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Miller, Myriah, i Carla Brigandi. "Exploring Gifted Education Program and Practice in Rural Appalachia". Theory & Practice in Rural Education 10, nr 2 (30.10.2020): 101–18. http://dx.doi.org/10.3776/tpre.2020.v10n2p101-118.
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The literature on rural gifted programs is growing, but understandings of programmatic features and the teachers within the gifted programs in rural Appalachia are still largely underdeveloped. Through an exploratory case study of three rural Appalachian gifted programs, this study provides a glimpse into their organizational structures and the teachers’ experiences and perceptions. The illustrative findings indicate that teachers utilized their resources and knowledge to manufacture their gifted curricula and expressed competing narratives of place and globality. Also, misassumptions and unsupported practices in this rural place negatively influenced teacher retention. Implications and future steps are addressed.
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Hardré, Patricia L., Mark A. Nanny, Shaida Morales, Regina Kenton, Laura Lewis, Shichen Guo, Qianuyun Peng i Hui Xu. "Rural Teachers Learning Bioanalytical Engineering". International Journal of Designs for Learning 11, nr 1 (12.11.2019): 31–40. http://dx.doi.org/10.14434/ijdl.v11i1.22862.
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Professional development opportunities provide teachers with enhanced learning experiences, deeper subject knowledge, and improvement of their teaching practices, all for the goal of increasing student achievement (Nelson, 2009). Unfortunately, most rural teachers have much less access to professional development opportunities compared to their urban and suburban peers (Hardré, P.L., et al., 2014). A Research Experience for Teachers (RET ), which is a National Science Foundation (NSF) funded program, was created for rural high school math and science teachers in collaboration with the University of Oklahoma and the Center for Bioanalysis. As participants, teachers applied and were accepted to participate in a seven-week summer research experience to connect bioanalytical engineering and their research experiences into their classrooms and to stimulate their students’ critical thinking skills. The following narrative and analysis chronicle the teams’ design, development and learning experience in redesigning the seven-week professional development for rural science and math teachers.
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Yi, Liangbin, i Wei Xu. "Top Teachers’ Workshop". Science Insights Education Frontiers 10, S1 (13.09.2021): 8. http://dx.doi.org/10.15354/sief.21.s1.ab038.
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On the basis of improving teaching quality and enriching education mind, the rural workshop of Liangbin Yi in Hangzhou returns to the essence of teaching, truly promoting students’ development. This research topic is also the core of the teaching, scientific research, and management of the workshop. With the abundant teaching resources, the workshop conducted various teaching activities and exhibition activities, such as building the learning platform, holding the report sharing, summit forum, on-the-job training, and sending teachers to the countryside, through practical action research. It can also propel the curriculum reform, deepen the classroom teaching research, strengthen the unity of knowledge and action, improve teachers’ teaching theory and practical ability at the same time, and improve the evaluation system, which provided fully play to the guidance and demonstration of famous rural teacher workshop, and positively contributed to the rural teachers’ development.
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Wu, Jianjian, i Huan Song. "“Learn to Conserve Your Passion and Care”: Exploring the Emotional Labor of Special-Post Teachers in Rural China". Sustainability 15, nr 3 (20.01.2023): 1991. http://dx.doi.org/10.3390/su15031991.
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In recent decades, the growing trend of post-structuralist research on teacher emotional labor has offered a discursive lens to elucidate rural teachers’ identities and their teaching practices. To date, however, few studies have explored the emotional labor of special-post teachers in rural China. Through a post-structuralist framework, this study aimed to explore the emotional labor of special-post teachers. Ethnographic qualitative data from a rural primary school in northern China showed that special-post teachers experienced various emotional conflicts embedded in multiple discourses. As teaching experience increases, special-post teachers obtain agentive emotional and practical responses to lighten their negative emotional burden for work. The findings suggested that the role overload and conflicts of special-post teachers were especially prominent in the social context of the urban–rural dichotomy. Emotional reflexivity and vulnerability of special-post teachers in their identity construction as educator, professional-service-provider, and also passer-by were also discussed.