Graduating Teachers And Their Attitudes Towards Rural Appointments

Hughes (1999) categorised non-work demands such as domestic responsibilities and health of family members (including self) as social contingencies. A literature review on social contingencies, examined from a medical, nursing, and allied health standpoint, revealed that certain factors, especially related to financial matters, impact directly on the professional experience or deter potential students from electing to participate in a rural-based experience. This review was then extended to include teacher education research but it was found that these studies were small in number, somewhat dated, and lacking a strong focus on what stressors arise beyond the classroom and the school for teacher trainees. The present study was planned to reduce existing gaps in the research literature and to better understand the effects of the professional experience in different residential settings by seeking to: 1. examine the predictive capacity of stress in relation to the perceived impact of social contingencies on internship learning; 2. identify factors which distinguish between those students who lived away and stayed at their usual term residence while undertaking an internship; and, 3. explore in greater detail the social contingencies, and other related factors, that influence learning during an internship. The sample consisted of 84 teacher education students attending an Australian regional university. These students were enrolled in the final semester of a four-year course and had just completed a 10-week internship in a rural or remote setting. A survey was the sole means of data collection. The survey data were analysed and the main findings were: financial pressure was viewed by the teacher trainees as the most prominent contingency impacting on their learning; the same trainees rated internet and phone access as the next two most important factors; and, two scales, labelled as personal/health care and life organisation were shown to be the only significant independent variables helping to distinguish between teacher trainees who lived away and those who stayed at their usual term residence during the internship. The implications of the study for course managers, course designers, rural educators, and policy makers conclude the paper.

Section: Charles Sturt University Wagga Wagga Nswmentioning

confidence: 99%

The Influence of Social Contingencies on Teacher Education Students Undertaking a Rural Internship

Hemmings

2011

“…The 1988 Foster Schools Support System Evaluation Report (Crowther and Cronk) highlighted ~le need to establish direct links between the N,W, Region and Queensland teacher education institutions. Watson et al (1987) stHtc "there is strong evidence ' " that first hand experience of living in the country will increase willingnes~ to accept rural appointments". Will this be enough to encourage appropriate pre~sl'rvice teachers to apply for placement in rural areas?…”

Section: The Importance Of a Practical Experience In A Rural Setting ...mentioning

confidence: 99%

The Importance of a Practical Experience in a Rural Setting for Pre-Service Teachers

King

1994

Over the past decade there has emerged a considerable amount of research and writing concerning the preparation of teachers for rural schools. Surwill (1990, p.6) concludes that pre-service teachers are often "unfamiliar with the unique problems of rural schools". Many problems arise for beginning teachers facing employment in a rural setting because of "lack of familiarity with these areas" (Smith and Squires, 1988). It would appear that beginning teachers opt for employment in an area that is familiar to them.

“…When a trial program of pla,ing city educated students in a rural practicum experience was implemented, Watson, Hatton, Squires and Grundy (1987) reported a significant improvement in students' knowledge about rural lifestyles, preparedness to accept a rural appointtnent and confidence to teach in rural schools.…”

Section: Introductionmentioning

confidence: 99%

Lessons for the Future

Hemmings

Boylan

1992

Students in the second year of their pre-service teacher education program were offered an incentive to undertake practice teaching in remote rural schools in the North-West Riverina CAP cluster. CAP provided travel and accommodation expenses. Approximately one quarter of the cohort volunteered for the practice teaching experience. After the three week practicum, students (N=23) were asked to reflect on their rural teaching and living experiences and to consider such issues as the practicum arrangement, the professional development benefits, the experience of rural living, and the value of the CAP incentives to travel and teach in the remote rural communities. All students expressed a preparedness to accept a teaching appointment in remote areas, thus supporting the efficacy of incorporating a period of teaching practice in areas which have been generally difficult to staff.