Investing in Sustainable and Resilient Rural Social Space: Lessons for Teacher Education

Autor/inn/en	White, Simone; Lock, Graeme; Hastings, Wendy; Cooper, Maxine; Reid, Jo-Anne; Green, Bill
Titel	Investing in Sustainable and Resilient Rural Social Space: Lessons for Teacher Education
Quelle	In: Education in Rural Australia, 21 (2011) 1, S.67-78 (12 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1036-0026
Schlagwörter	Foreign Countries; Preservice Teacher Education; Rural Schools; Educational Change; Rural Areas; Instructional Leadership; Rural Education; Sustainability; Resilience (Psychology); Case Studies; Community Development; School Administration; Partnerships in Education; Labor Force Development; Educational Strategies; College School Cooperation; School Community Relationship; Teacher Persistence; Educational Principles; Teacher Role; Administrator Role; Recruitment; Australia + Suchen Sie Ihr Suchwort? Ausland; Lehramtsstudiengang; Lehrerausbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Bildungsreform; Instruction; Leadership; Bildung; Erziehung; Führung; Ländliche Erwachsenenbildung; Nachhaltigkeit; Case study; Fallstudie; Case Study; Community; Development; Entwicklung; Hochschulpartnerschaft; Arbeitskräftebestand; Lehrstrategie; Bildungsprinzip; Lehrerrolle; Recruiting; Rekrutierung; Australien
Abstract	Attracting and retaining effective education leaders and teaching staff for regional, rural and remote schools in Australia is a major sustainability and quality issue facing every State and Territory. It is also a major concern in pre-service teacher education, particularly for those universities which have a commitment to rural and regional areas. There is a strategic link between teacher education and the sustainability of rural communities with earlier suggestions (White & Reid, 2008, p. 1) highlighting that "healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools". Likewise, the proposition is made in this paper that the relationship is importantly reciprocal and that, in turn, healthy rural communities and "successful rural schools" can inform and help reform teacher education and professional learning through the insights gathered into the ways in which rural education leaders and teaching staff work closely with their school communities. In this paper, the authors draw specifically from the research findings of a three-year Australian Research Council funded project (2008-2010) of schools and communities where sustainable practices around staff recruitment and retention were identified to explore this reciprocal relationship. The paper will firstly discuss the context of the study, its method and conceptual framework, and then focus in particular on the emerging themes from the 20 case-studies across Australia. Themes discussed include the important linking between rural school leadership and community renewal; the possibilities of developing school-university partnerships to sustain the rural workforce; and the need for social and creative enterprise to be acknowledged as important work of rural teachers and leaders. The paper concludes with the implications of these themes in terms of better preparing a future rural teacher workforce. (Contains 2 figures.) (ERIC).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913, Australia. Tel: +08-9264-5809; e-mail: admin@spera.asn.au; Web site: http://www.spera.edu.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10