Contemporary Paradigms of Rural Teaching: The Significance of Place

Title
Contemporary Paradigms of Rural Teaching: The Significance of Place
Publication Date
2013
Author(s)
Green, Nicole C
Noone, Genevieve
( author )
OrcID: https://orcid.org/0000-0001-9663-2675
Email: gnoone2@une.edu.au
UNE Id une-id:gnoone2
Nolan, Andrea
Type of document
Journal Article
Language
en
Entity Type
Publication
Publisher
Society for the Provision of Education in Rural Australia (SPERA)
Place of publication
Australia
UNE publication id
une:13774
Abstract
This paper begins by setting the scene with an overview of a recent literature review examining teacher preparation for rural and remote settings. The discussion considers the relevance of the findings, exploring possibilities of reconceptualising rural teacher education. The next section of the paper engages with a move away from a deficit model and negative perceptions of rural Australia, to consider more contemporary paradigms of rural teaching. Two studies will be presented which have drawn upon various research methods and conceptual frameworks to inquire with families and teachers about the everyday life of living and working in rural and/or remote locations. The research methods and conceptual frameworks of the studies shared in this paper contribute to on-going research and offer possible foci for conversations about enabling approaches for rethinking rural and remote locations as not simply a physical location, but the 'whole experience of being there'. The findings of the literature review and the two studies suggest that more attention to the personal, interpersonal and collective experiences of (rural) place, in both pre-service teacher preparation and early career teacher support, may assist in teacher transitions into rural and remote education settings.
Link
Citation
Australian and International Journal of Rural Education, 23(1), p. 91-115
ISSN
1839-7387
Start page
91
End page
115

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