Northern Rural and Indigenous Teachers' Experiences and Perceptions of Rural Teaching and Teacher Education

Autor/inn/en	Peterson, Shelley Stagg; McIntyre, Laureen; Heppner, Denise
Titel	Northern Rural and Indigenous Teachers' Experiences and Perceptions of Rural Teaching and Teacher Education
Quelle	In: Journal of Teacher Education and Educators, 7 (2018) 3, S.189-205 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2147-0456
Schlagwörter	Rural Schools; Teacher Education Programs; Indigenous Populations; Life Style; Foreign Countries; Teacher Role; Rural Environment; Urban Areas; Rural Urban Differences; Rural Areas; Community; Teaching Conditions; Adjustment (to Environment); Preschool Teachers; Canada + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Sinti und Roma; Lebensstil; Ausland; Lehrerrolle; Ländliches Milieu; Urban area; Stadtregion; Stadt-Land-Beziehung; Lehrbedingungen; Unterrichtsbedingungen; Pre-school education; Preschool education; Erzieher; Erzieherin; Kindergärtnerin; Vorschulerziehung; Vorschule; Kanada
Abstract	This paper summarizes themes of rural teaching and rural students' experiences of initial teacher education programs based on focus group data of 25 Canadian northern rural and Indigenous teachers and early childhood educators. Inductive analyses of focus group data identified themes related to living and teaching in northern rural communities. A strong sense of togetherness and support, coupled with inconsistent/limited access to material and human resources, were highlighted in participants' experiences as teachers and as members of their Indigenous and rural communities. Additionally, participants talked about the expectation that their role extended beyond the classroom to reciprocate with support for their community. Themes arising from participants' initial teacher education experiences suggest a need for greater attention to the significant lifestyle adjustments and identity transformations that rural students must make when moving from their communities to urban centres to complete their teacher/early childhood educator preparation. (As Provided).
Anmerkungen	Uludag University, Education Faculty, Department of Educational Sciences. Bursa, Turkey. e-mail: jtee.editor@gmail.com; Web site: http://www.jtee.org; Web site: http://dergipark.gov.tr/jtee
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01