Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/13562
Title: Contemporary Paradigms of Rural Teaching: The Significance of Place
Contributor(s): Green, Nicole C (author); Noone, Genevieve  (author)orcid ; Nolan, Andrea (author)
Publication Date: 2013
Handle Link: https://hdl.handle.net/1959.11/13562
Field of Research (FoR) 2008: 139999 Education not elsewhere classified
130313 Teacher Education and Professional Development of Educators
Field of Research (FoR) 2020: undefined
390305 Professional education and training
390307 Teacher education and professional development of educators
Socio-Economic Objective (SEO) 2008: 939999 Education and Training not elsewhere classified
939902 Education and Training Theory and Methodology
Socio-Economic Objective (SEO) 2020: undefined
160302 Pedagogy
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.
Publication Type: Journal Article
Source of Publication: Australian and International Journal of Rural Education, 23(1), p. 91-115
Publisher: SPERA: Society for the Provision of Education in Rural Australia
Place of Publication: Osborne Park, Australia
ISSN: 1839-7387
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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