Putting Rurality on the Agenda [electronic resource] : Beginning Teachers in Rural Schools / Ken Appleton.
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 teache...
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| Format: | Electronic eBook |
| Language: | English |
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Distributed by ERIC Clearinghouse,
1998.
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MARC
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| 100 | 1 | |a Appleton, Ken. |0 http://id.loc.gov/authorities/names/n2001091752 |1 http://isni.org/isni/0000000118857246. | |
| 245 | 1 | 0 | |a Putting Rurality on the Agenda |h [electronic resource] : |b Beginning Teachers in Rural Schools / |c Ken Appleton. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1998. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Conference of the Australian Association for Research in Education (Adelaide, Australia, November 29-December 4, 1998). |5 ericd. | ||
| 520 | |a 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) | ||
| 650 | 1 | 7 | |a Beginning Teachers. |2 ericd. |
| 650 | 0 | 7 | |a Collegiality. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 0 | 7 | |a Faculty Mobility. |2 ericd. |
| 650 | 0 | 7 | |a Foreign Countries. |2 ericd. |
| 650 | 1 | 7 | |a Geographic Isolation. |2 ericd. |
| 650 | 0 | 7 | |a Identification (Psychology) |2 ericd. |
| 650 | 1 | 7 | |a Professional Isolation. |2 ericd. |
| 650 | 0 | 7 | |a Quality of Working Life. |2 ericd. |
| 650 | 1 | 7 | |a Rural Areas. |2 ericd. |
| 650 | 0 | 7 | |a Rural Schools. |2 ericd. |
| 650 | 0 | 7 | |a Self Concept. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Alienation. |2 ericd. |
| 650 | 1 | 7 | |a Teacher Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Teacher Persistence. |2 ericd. |
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