Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics

Dry Stone Walls, Black Stumps and the Mobilisation of Professional Learning: Rural Places and Spaces and Teachers’ Self-Study Strategies in Ireland and Australia

“…This scholarship ranges from professional development for Australian rural mathematics and science teachers (Tytler, Symington, Darby, Malcolm, & Kirkwood 2011) to Canadian beginning rural teachers' self-reported experiences (Hellsten, McIntyre, & Prytula 2011), to teachers' selection of teaching strategies in rural China (Wang 2011), to a perception of lower levels of school climate by Malaysian rural teachers (Othman & Muijs 2013), a heightened sense of workplace wellbeing among Norwegian rural teachers (Burns & Machin 2013), rural teachers' specialised training needs in Sub-Saharan Africa (Buckler 2011), as well as rural elementary school teachers' technology integration practices in the United States (Howley, Wood, & Hough 2011). Despite the wide geographical spread of this research, the distinctive affordances and challenges of teaching in rural environments are a recurring theme.…”

Working with Science Teachers to Transform the Opportunity Landscape for Regional and Rural Youth: A Qualitative Evaluation of the Science in Schools Program

“…Despite the recognised importance of teachers' disciplinary knowledge in shaping student outcomes, rural and remote mathematics and science teachers have difficulties accessing professional development opportunities to redress gaps in this knowledge and support them in teaching new science subjects or curriculum areas (Tytler, Symington, Darby, Malcolm & Kirkwood, 2011). Analysis of national survey data regarding the professional development of secondary mathematics, science and ICT teachers in Australia (Lyons, Cooksey, Panizzon, Parnell & Pegg, 2006) revealed that these teachers in regional areas were twice as likely (in remote areas three times as likely) as their metropolitan counterparts to teach a subject for which they were not qualified.…”

“…The establishment of professional learning communities (PLCs), which traditionally involve collaboration between teachers within schools with a view to improving teaching practice and student outcomes, is one way to address this sense of isolation (Vescio, Ross & Adams, 2008). Tytler et al (2011) revealed, in their qualitative analysis of the professional learning experiences of rural mathematics and science teachers in Victoria, the difficulties faced by these teachers in maintaining links with a subject-based 'discourse community' in a context where there is a limited pool, or complete absence, of secondary school colleagues with the same specialisation. In the context of rural and remote schools, PLCs may need to operate broadly across school boundaries and specifically within subject disciplines (Tytler et al, 2011).…”

“…Tytler et al (2011) revealed, in their qualitative analysis of the professional learning experiences of rural mathematics and science teachers in Victoria, the difficulties faced by these teachers in maintaining links with a subject-based 'discourse community' in a context where there is a limited pool, or complete absence, of secondary school colleagues with the same specialisation. In the context of rural and remote schools, PLCs may need to operate broadly across school boundaries and specifically within subject disciplines (Tytler et al, 2011). The Science in Schools program aims to develop content knowledge and facilitate networking for senior science teachers in Gippsland as a vehicle for ultimately increasing students' engagement in science learning at the secondary and tertiary levels.…”

“…Most importantly, the sessions engage novice and experienced teachers in ways that tightly focus the discourse on student learning and performance. Tytler et al (2011) examined the considerable difficulties faced by secondary maths and science teachers in rural schools in maintaining links with discipline based discourse communities. They concluded their analysis by stating that it is a matter of priority for the Australian and Victorian governments and teaching associations to develop "strategies to ensure adequate access by rural teachers to these critically important subject-based discourse communities " (2011:878).This could be an important role for a regional university campus; and Meet the Assessor Sessions could provide a potential mechanism for developing such communities.…”