Changing Preservice Teachers’ Attitudes for Teaching in Rural Schools.

Teacher Allocation Policies and the Unbalanced Distribution of Novice and Senior Teachers across Regions in Turkey

“…Evidence from different nations suggests that pre-service teachers studying in teacher education programs are usually under-informed and have misconceptions about living and teaching in underdeveloped rural areas (Barley and Brigham, 2008;Hudson and Hudson, 2008;Kızılaslan, 2012;Partington, 1997). This issue has the potential of negatively impacting potential recruitment and retention of teachers to schools in rural or remote areas (Sharplin, 2002).…”

“…For instance, in response to the long-standing teacher turnover issue in rural Australia, policymakers in Australia have been redesigning teacher education programs and developing targeted curriculum, such as extended practicum in rural and remote areas, to better prepare pre-service teachers for the realities of schooling and living in underdeveloped rural areas (Klein, White, and Lock, 2013). These targeted programs that provide pre-service teachers with firsthand rural experience are proven to be successful in dispelling pre-service teachers' misconceptions about rural living and in changing their attitudes for teaching in rural schools (Halsey, 2005;Hudson and Hudson, 2008).…”

Preparing the Australian Early Childhood Workforce for Rural and Remote Settings: A Review of the Literature

“…Sentiments such as this illustrate the thinking that specific attributes are required for rural teaching, however, what these attributes actually entail is often illusive. Hudson and Hudson (2008) examined preservice teachers' attitudes for teaching in rural schools. Their focus was on changing attitudes during a rural practicum, and they consider the preparation of teachers for rural service more widely.…”

Student teachers’ perceptions of a Wits rural teaching experience project: What to learn and improve

“…This means practical skills and human relationships that promote place and space consciousness, to ensure that student teachers do not generalise social and school contexts but acknowledge the differences that might require different interactional and pedagogical approaches. In addition, and in relation to the objectives that were presented earlier, there are gaps in teacher education programmes as the literature suggest the importance of including social and professional aspects of teaching in rural contexts (Hudson and Hudson 2008), because to date the implementation of such programs by universities has been uncoordinated, random or limited (Wright and Osborne 2007;White and Reid 2008). Without singling out and homogenising rural contexts, it is also important for teacher education programmes to acknowledge that for effective teaching practices in rural schools, teachers with good professional preparation are a catalyst not only for the provision of quality education in rural schools but also in terms of national development (Lingam 2012;UNESCO 1995).…”