Can a Week Make a Difference? Changing Perceptions about Teaching and Living in Rural Alaska

Abstract


 
 
 
 Many Alaskan schools are located in extremely remote or 'fly-in' places. These geographical extremes affect the recruitment and retention of teachers to remote rural schools. Through a partnership between the Southwest Region School District of Alaska and the Department of Education at Alaska Pacific University (APU), 14 pre-service teachers participated in a one-week remote rural practice teaching experience. These APU students lived and taught in village schools where indigenous Alaska Natives were the majority and whose language is Yup’ik. Through the use of pre and post experience questionnaires, the pre-service teachers’ views about rural teaching and seeking rural appointments were sought.
 
 
 
 

Teacher Wellbeing in Remote Australian Communities

“…Attracting and retaining quality teachers to remote areas has long been a significant logistical, organisational and bureaucratic challenge for education providers in Australia (Buetel, Adie, & Hudson, 2011;Lake, 2007;McKenzie, Rowley, Weldon, & Murphy, 2011;Plunkett & Dyson, 2011;Young, Grainger & James, 2018). Similar issues are experienced in other remote places like Alaska, USA (Munsch & Boylan, 2008) and rural South Africa (Masinire, 2015); however, this article takes an interest in the Australian context.…”

The perceptions of teacher candidates about rural schools: practicum and student teaching programs

“…The second to approach to increase teachers' desires for teaching in rural schools includes offering loan forgiveness programs. As salary differential receive a substantial resistance from teachers and teacher unions, a different set of compensation schema was designed to attract and retain teachers serving in high-need areas (Munsch & Boylan, 2008). As a common strategy in about 20 states, the loan forgiveness program was used to increase teacher attainment and retain in shortage areas.…”

“…However, literature based on such issue seems lacking as more research needs to be conducted on the matter. There is a need for research on school administrators and novice teachers at rural regions(Barley 2009;Munsch & Boylan,…”

Concepciones sobre el acompañamiento pedagógico de acompañantes de la región Ucayali: Implicancias y aportes de la psicología educacional

“…Por ejemplo, si el docente mantiene una percepción de inefectividad sobre su propia práctica, deja de considerarse agente de cambio y disminuye su interés, esfuerzo y compromiso con sus funciones y con la escuela (Goulart y Novaes, 2008). Asimismo, si el docente no está motivado para ejercer su rol, puede presentar un alto nivel de insatisfacción y estrés (Buzzetti, 2005;Goulart y Novaes, 2008;Halsey, 2005;Munsch y Boylan, 2008;Sharplin, 2002;Silva, Quintana, Jiménez y Rivera, 2005). En este tipo de situaciones, los docentes suelen mostrar prácticas pedagógicas rígidas, poca empatía e insensibilidad hacia las dificultades de los estudiantes (Cordes y Dougherty, 1993;Ortega y López, 2004).…”