Urban pre-service teachers’ conceptions of teaching in rural communities

Adie, Lenore and Barton, Georgina (2012) Urban pre-service teachers’ conceptions of teaching in rural communities. Australian Journal of Teacher Education, 37 (6). pp. 111-123. ISSN 0313-5373

Abstract

Encouraging quality teaching staff to apply for and accept teaching placements in rural and remote locations is an ongoing concern internationally. The value of different support mechanisms provided for pre-service teachers attending a rural and remote practicum[1] are investigated through theories of place and the school community nexus. Qualitative data regarding the experiences of the pre-service teachers were collected through interviews and case study notes. This project adds to our understanding of practicum in rural areas by employing a conceptual understanding of place to propose how the experiences of a four-week practicum may contribute to urban pre-service teachers’ conceptions of work and life in a rural community.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Access to published version in accordance with the copyright policy of the publisher.
Faculty / Department / School: Historic - Faculty of Education
Date Deposited: 19 Jun 2017 23:12
Last Modified: 27 Jun 2017 06:17
Fields of Research : 13 Education > 1303 Specialist Studies in Education > 130313 Teacher Education and Professional Development of Educators
13 Education > 1399 Other Education > 139999 Education not elsewhere classified
Socio-Economic Objective: E Expanding Knowledge > 97 Expanding Knowledge > 970113 Expanding Knowledge in Education
Identification Number or DOI: doi:10.14221/ajte.2012v37n6.7
URI: http://eprints.usq.edu.au/id/eprint/32576

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