By Ann K. Schulte, Bernadette Walker-Gibbs
The objective of this ebook is to spotlight the paintings of instructor educators within the box of rural schooling. during this e-book, schooling school who paintings in instructor schooling examine the ways that one’s id affects one’s educating and the partnerships with rural faculties. even supposing the sphere of study on instructor training has an abundance of reviews on getting ready scholars for the demanding situations of city settings, there's less emphasis on rural schooling, regardless of the superiority of rural faculties. This booklet problematises notions of rural or rurality that's usually thought of through a deficit or a generalised version the place a stereotype of 1 type of rural is printed. constructing extra multi-faceted understandings of rurality is a key to attracting and keeping lecturers who comprehend the complexities and possibilities of residing and dealing in rural spaces.
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Extra resources for Self-studies in Rural Teacher Education
Self-study of teaching practices primer. New York: Peter Lang. Schafft, K. , & Jackson, A. Y. (2010). Rural education for the twenty-first century: Identity, place, and community in a globalizing world. University Park: Penn State University Press. School of Education. (2014). CSU Chico [Website]. edu/soe Schulte, A. K. (2009). Seeking integrity in teacher education: Transforming my student teachers, transforming my self. Switzerland: Springer International Publishing. , & de Carteret, P. (2009).
K. Schulte Implications for My Practice and Rural Teacher Education This study was intended to examine to what extent my identification as “rural” might contribute to my ability to work in solidarity with those who experience inequity or lack of relevance as a result of their positioning as rural. I had thought a stronger sense of this identity might better connect me as an ally to other rural folks. As I ended my yearlong sabbatical in Australia, I concluded that I have not related personally to deficit constructions of rural, probably because other factors of privilege moderated any negative experiences I might have had.
I think it boils down to, as I said, seeing the role of a teacher as a community role, seeing the school as a community site, courting the Latino community and bridging communities, having a big tool bag and being educated and nimble about responding to individual student needs as much as possible in a multi-student classroom, being a passionate professional. Being part of the solutions. (Cheryl, Personal communication, November 26, 2013). Cheryl joined the English Learner Advisory Committee, built relationships with the Latino/a community, and at the request of her students’ parents, began an adult education class for native Spanish speakers.