Contemporary Paradigms of Rural Teaching: The Significance of Place

Autor/inn/en	Green, Nicole C.; Noone, Genevieve; Nolan, Andrea
Titel	Contemporary Paradigms of Rural Teaching: The Significance of Place
Quelle	In: Australian and International Journal of Rural Education, 23 (2013) 1, S.91-115 (25 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Rural Education; Preservice Teacher Education; Literature Reviews; Educational Research; Research Methodology; Models; Mothers; Home Schooling; Parents as Teachers; Mother Attitudes; Self Concept; Children; Experience; Geographic Location; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Lehramtsstudiengang; Lehrerausbildung; Bildungsforschung; Pädagogische Forschung; Research method; Forschungsmethode; Analogiemodell; Mother; Mutter; Homeschooling; Home instruction; ; Hausunterricht; Heimschule; Mutterliebe; Selbstkonzept; Child; Kind; Kinder; Erfahrung; Ausland; Australien
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. (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01