Developing teacher candidate identity in the context of a rural internship

Goodnough, Karen; Mulcahy, Dennis

doi:10.1080/10476210.2010.539680

Cited by 10 publications

(5 citation statements)

References 18 publications

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“…White and colleagues (2011) have affirmed that an initial teacher education curriculum that incorporates a rural placement enables future teachers to develop realistic insights and knowledge of the community where they will work and live. Goodnough and Mulcahy's (2011) study in Canada determined that even a four-week placement enabled pre-service teachers to develop future-decision making about whether to teach in rural schools.…”

Section: Mapping Rural School Staffingmentioning

confidence: 99%

Exploring metropolitan university pre-service teacher motivations and barriers to teaching in rural schools

Cuervo

Acquaro

2018

Asia-Pacific Journal of Teacher Education

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Staffing shortages has been a consistent problem for Australian rural schools. This paper addresses the rural staffing shortage by exploring the motivations and barriers faced by pre-service teachers in an Australian metropolitan university as they explore the prospect of teaching in a rural school. The paper examines two research ideas prevalent in the research literature. Firstly, that introducing pre-service teachers to rural placement experiences enhances their desire to seek teaching positions in rural schools. Secondly, that pre-service teachers from regional or rural backgrounds are more likely to seek teaching jobs in rural settings than their metropolitan counterparts. We draw on data from a longitudinal qualitative study with pre-service teachers in a metropolitan university that were interviewed before, during and after their rural placement. We found that while the second idea stands the test, the first idea, undertaking a rural placement, is not a guarantee to redressing the staffing shortage.

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Section: Mapping Rural School Staffingmentioning

confidence: 99%

Exploring metropolitan university pre-service teacher motivations and barriers to teaching in rural schools

Cuervo

Acquaro

2018

Asia-Pacific Journal of Teacher Education

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“…), online and on-campus teaching and learning experiences should differ. Some previous studies (Goodnough & Mulcahy, 2011;Michos et al, 2022;Pike, 2015) indicated that a student-teaching internship is one of the first steps for student-teachers to teach in a real classroom environment with instruction from their supervisors. For many junior-level teachers, the student teaching internship experience plays an important role before they enter real classrooms as teachers in a K-12 environment.…”

Section: Experiences and Sense-making Processes Of Online Teaching …mentioning

confidence: 99%

“…Different scholars (Goodnough & Mulcahy, 2011;Pike, 2015) have argued that the online and the on-campus student-teaching internship experience play different roles for student-teachers. Some scholars believe that although online-based teaching qualification programmes may involve online courses for the coursework requirement, an on-campus and face-to-face student-teaching internship is essential (Bai, 2022).…”

Section: Experiences and Sense-making Processes Of Online Teaching …mentioning

confidence: 99%

Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme

Santos

2024

INT J INSTRUCTION

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Teaching requires a student-teaching internship for the license and registration, usually completed from the face-to-face and on-campus components. However, due to the covid-19 pandemic, many classrooms have switched to online platforms, regardless of the levels. This study aims to understand student-teachers’ experiences of an online-based student-teaching internship and how such internships influence the sense-making processes of student-teachers in online school environments. In line with the self-efficacy theory and social cognitive career and motivation theory, the case study method was used to invite a group of Master of Arts in Teaching students (a total of 18) to share their experiences and sense-making processes of their online student-teaching internship. Semi-structured interviews, focus group activities, and member-checking interviews were used to collect data from the participants. Based on the qualitative data, three themes were categorised: 1) positive experiences, 2) technology education is the trend, and 3) preparation for online classroom environments. The study may provide support or ideas to university leaders, supervisors, department heads, student-teachers, and policymakers to reform and polish their teaching qualification programmes with different types of delivery modes in order to meet the needs and educational trends of the coming decades. Keywords: case study, Master of Arts in Teaching, online learning, self-efficacy, sense-making process, social cognitive career, motivation theory, student-teaching internship

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“…For example, teacher preparation programs frequently use a generic approach to education that prioritizes the needs of urban and suburban schools (Barter, 2008). Unfortunately, neglecting or misunderstanding the influence of place on teaching and teacher identity development leaves new teachers especially ill‐prepared for teaching in rural settings (Goodnough & Mulcahy, 2011; Moffa & McHenry‐Sorber, 2018). Therefore, it is important to consider “context not simply as a backdrop for teaching and learning, but as constitutive places that shape identities and possibilities” in positive ways (Eppley, 2015, p. 70).…”

Section: Conceptual Framework: Place‐conscious Pedagogy and Researchmentioning

confidence: 99%

“Step Outside”: A portrait of an exemplary rural K‐8 science educator

Hammack

Stanton

Boyle³

2022

J Res Sci Teach

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This study uses portraiture methodology to co‐construct and share the story of a nationally recognized rural K‐8 science teacher with more than 30 years of teaching experience. Our analysis and synthesis revealed one central theme “Step Outside” and three subthemes: (1) Step Outside of the rural classroom, (2) Step Outside of the K‐8 teacher's comfort zone, and (3) Step Outside of science silos, that have been central to the teacher's personal and professional journey. Examining the ways, these subthemes have intersected across the career of an exceptional rural teacher offers valuable insight to the development of teacher identity and how it shapes practice and research, especially within marginalized contexts such as K‐8 science education and rural settings.

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Developing teacher candidate identity in the context of a rural internship

Cited by 10 publications

References 18 publications

Exploring metropolitan university pre-service teacher motivations and barriers to teaching in rural schools

Exploring metropolitan university pre-service teacher motivations and barriers to teaching in rural schools

Experiences and Sense-Making Processes of Online Teaching Internship: A Master of Teaching Programme

“Step Outside”: A portrait of an exemplary rural K‐8 science educator

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