Teachers' Perceptions of Rural STEM Teaching: Implications for Rural Teacher Retention

Autor/inn/en	Goodpaster, Kasey P. S.; Adedokun, Omolola A.; Weaver, Gabriela C.
Titel	Teachers' Perceptions of Rural STEM Teaching: Implications for Rural Teacher Retention
Quelle	In: Rural Educator, 33 (2012) 3, S.9-22 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Educational Research; Rural Schools; Teacher Persistence; STEM Education; School Districts; Science Teachers; Mathematics Teachers; Science Instruction; Interviews; Teacher Attitudes; Teacher Education; High Schools; Secondary School Teachers; Faculty Mobility; Indiana + Suchen Sie Ihr Suchwort? Bildungsforschung; Pädagogische Forschung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; STEM; School district; Schulbezirk; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Mathematics; Mathematik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Interviewing; Interviewtechnik; Lehrerverhalten; Lehrerausbildung; Lehrerbildung; High school; Oberschule
Abstract	Rural school districts often struggle with attracting and retaining high-quality teachers, especially in science subject areas. However, little is known about STEM in-service teachers' lived experiences of rural teaching as they relate to retention. In this phenomenographical study, six rural in-service science teachers were interviewed regarding their perceptions of the benefits and challenges of teaching in rural schools in general, and teaching science subjects in particular. Community interactions, professional development, and rural school structures emerged as three key factors related to rural teacher retention. Participants viewed each of these factors as having both positive and negative aspects. Findings from this study confirm existing literature regarding rural teaching, in general, but provide additional insight into the complexities of rural science teaching, in particular. Implications for rural teacher preparation, recruitment, and retention are discussed. (Contains 2 tables.) (As Provided).
Anmerkungen	National Rural Education Association. Web site: http://www.nrea.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10