Addressing Teacher Shortages in Rural America: What Factors Encourage Teachers to Consider Teaching in Rural Settings?

Autor/inn/en	Oyen, Kari; Schweinle, Amy
Titel	Addressing Teacher Shortages in Rural America: What Factors Encourage Teachers to Consider Teaching in Rural Settings?
Quelle	In: Rural Educator, 41 (2020) 3, S.12-25 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Teacher Shortage; Rural Areas; Preservice Teachers; Preservice Teacher Education; Student Attitudes; Decision Making; Student Characteristics; Racial Differences; Ethnicity; Educational Attainment; Parent Background; High Schools; Geographic Location; 21st Century Skills; Critical Thinking; Specialization; Teacher Education Programs; Teaching Skills; Classroom Techniques; Parent Teacher Cooperation; Supervision; Faculty Development; South Dakota; Minnesota; North Dakota + Suchen Sie Ihr Suchwort? Lehrermangel; Rural area; Ländlicher Raum; Lehramtsstudiengang; Lehrerausbildung; Schülerverhalten; Decision-making; Entscheidungsfindung; Rassenunterschied; Ethnizität; Bildungsabschluss; Bildungsgut; Elternhaus; High school; Oberschule; Kritisches Denken; Arbeitsteilige Spezialisierung; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Klassenführung; Parent teacher relation; Parent-teacher cooperation; Parent-teacher relation; Parent-teacher relationship; Parent teacher relationship; Eltern-Lehrer-Beziehung; South-Dakota
Abstract	Teacher shortages in rural areas has become a public crisis. This shortage of key personnel requires stakeholders (higher education, state departments, local school districts) to examine factors that help teacher education students choose to apply to rural settings. The current study examines new teacher candidates' background, preparation for teaching, and perceptions of protective factors on their decisions to work in rural areas. Data from teacher education students in their residencies from 14 institutions were analyzed. Results suggest that student background, including race, level of education, parent education, and high school location are important. White students, those pursuing undergraduate degrees, those from rural high schools, and students who feel more confident in teaching 21st-century critical thinking skills (e.g., using a variety of perspectives, engaging in self-assessment, teaching critical thinking) are also more likely to consider teaching in rural areas. Results are discussed as they relate to recruitment in rural areas. [Note: The publication year (2021) shown on the PDF is incorrect. The correct publication year for this article is 2020.] (As Provided).
Anmerkungen	National Rural Education Association. e-mail: theruraleducator@gmail.com; Web site: https://journals.library.msstate.edu/ruraled
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01