Putting Rurality on the Agenda: Beginning Teachers in Rural Schools.

Autor/in	Appleton, Ken
Titel	Putting Rurality on the Agenda: Beginning Teachers in Rural Schools.
Quelle	(1998), (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Beginning Teachers; Collegiality; Elementary Secondary Education; Faculty Mobility; Foreign Countries; Geographic Isolation; Identification (Psychology); Professional Isolation; Quality of Working Life; Rural Areas; Rural Schools; Self Concept; Teacher Alienation; Teacher Attitudes; Teacher Persistence; Australia + Suchen Sie Ihr Suchwort? Junior teacher; Junglehrer; Kollegialität; Ausland; Arbeitsqualität; Rural area; Ländlicher Raum; Rural areas; School; Schools; Schule; Schulen; Selbstkonzept; Lehrerverhalten; Australien
Abstract	It is not uncommon for beginning teachers in Queensland (Australia) to be assigned their first teaching placement in a rural area. Many of these teachers stay there for the minimum time that they must, then seek to relocate to a coastal city. The literature and interviews with beginning rural teachers suggest that those who view the experience positively have their roots in the community, or a similar one, and those with negative views experience a multifaceted sense of isolation-- physical, interpersonal, cultural, intellectual, and personal. These considerations are bound together in notions of identity and community. Identity is a social phenomenon bound up in the people and community with whom a person feels comfortable; but it also tends to be associated with the physical place occupied by the community. Applying this to beginning teachers, several aspects of identity emerge: personal and social identity, focusing particularly upon the immediate family group and the place where one grew up; professional identity, focusing on the preservice community, university, and current school placement; and desired future social and professional identity. If the teaching situation provides a mismatch with an aspect of the teacher's identity, then a sense of isolation is felt. Although isolation may be real in a geographic sense, identity mismatch amplifies perceived isolation and the urge to move to a place that more closely matches the teacher's identity. (TD)
Anmerkungen	Full text at Web site: http://www.aare.edu.au/98pap, click on "bre98131.html."
Erfasst von	ERIC (Education Resources Information Center), Washington, DC