“Growing Our Own Teachers”: Rural Individuals Becoming Certified Teachers

Gereluk, Dianne; Dressler, Roswita; Eaton, Sarah Elaine; Becker, Sandra

doi:10.1007/978-981-15-2560-5_6

Cited by 4 publications

(4 citation statements)

References 13 publications

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“…At the same time, these teachers may also be learning crucial sociocultural lessons about the lifeworlds of their students, potentially making them more sensitive, place-oriented and culturally responsive teachers. In many rural and remote contexts a key struggle for educational provision is simply keeping teachers in remote communities (Green & Reid, 2021) and the problem of rural teacher retention has led to the developpment of "home-grown" teacher programs (Gereluk et al, 2020). The centrality of land as a cultural and economic anchor in rural Uganda, for instance, appears to be integral to teacher retention, sustainable incomes and community integration.…”

Section: Discussionmentioning

confidence: 99%

Moonlighting agricultural practices of Ugandan rural teachers and teacher retention

Arinaitwe

Michael

2023

AJOTE

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This paper explores a little understood aspect of education labour markets, the tendency for teachers to simultaneously engage in both white-collar side-hustle and blue-collar or land-based entrepreneurial activities. The papers argues that teacher’s engagement in multiple activities such as moonlighting and agriculture in rural community enhances their income and this helps to compensate for wage differentials with their urban counterparts. This practice is also associated with teacher retention and community integration of teachers which is a common challenge relating to rural school staffing. We suggest that the phenomenon of non-education related teacher side-hustles, which are typically understood to be problematic, is a more complex issue and a practice which may have potential benefits for hard-to-staff schools.

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Section: Discussionmentioning

confidence: 99%

Moonlighting agricultural practices of Ugandan rural teachers and teacher retention

Arinaitwe

Michael

2023

AJOTE

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“…class 3) who were found to be more responsive to incentives and more attracted to working in a rural/remote school. We offer the recommendation of rural PE cautiously; however, as decisions to teach in such areas are determined by other factors, such whether an individual has grown up in the country (see Gereluk et al, (2020).…”

Section: Conclusion and Recommendationsmentioning

confidence: 99%

What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales

Burke

Buchanan

2022

Australian Journal of Education

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Staffing rural and regional schools remains an intractable problem. This study identifies effective incentives for attracting teachers to difficult-to-staff rural and remote schools in New South Wales (NSW), Australia. Compared to their urban counterparts, students in these schools are disadvantaged by teacher staff shortages, inexperience and attrition. The research investigated the ability for existing incentives of the NSW Department of Education, other education systems and other professions to attract professionals to rural and remote appointments using a discrete choice experiment methodology. The findings identify ways of attracting teachers of differing levels of experience and commitment to work in such areas.

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“…Consequently, according to Andrade et al (2021), Bozkurt and Sharma (2020) and Kayembe and Nel (2019), digital educational tools and materials such as computers, projectors, cameras, and customised digital content are all encompassed within the ICT framework in education. It is essential to underline that ICT plays a pivotal role in education (Lopres et al, 2023;Wang, 2022;Wang et al, 2021;Zhong et al, 2022), offering opportunities, supporting critical information processes, and encompassing all digital technologies utilised in educational settings (Gereluk et al, 2020;Viner et al, 2020;Yu, 2021).…”

Section: Introductionmentioning

confidence: 99%

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

2024

FeD

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The Covid-19 pandemic has accelerated the adoption of Fourth Industrial Revolution (4IR) practices and the growth of distance education, leading to fast technological advancements in educational institutions worldwide. The implications of this evolution on students in rural areas and their surrounding environments are ambiguous, presenting various obstacles within the educational sphere, particularly concerning rural learning environments. This study investigated the 4IR's potential to bridge digital divides and ensure equitable access to education in rural Zimbabwe, identifying prospects, challenges, and best practices. The research examined the impact of 4IR techniques on the academic performance of rural students using desktop exploration. It also highlighted educational opportunities for rural learning environments and emphasises the importance of localised collaboration. The link between e-learning and rural contexts in education, using secondary data from previous research was also examined. The study identified patterns and trends in implementing 4IR methodologies in education by using the content analysis to systematically scrutinise and interpret a large amount of textual data. The results indicated that student performance was impacted by technical, practical, and psychological impediments, additionally, academic and emotional decline due to remote learning was evident. Moreover, the study revealed that, despite challenges, 4IR methods offer multiple advantages, including enhanced information accessibility, distance learning opportunities, collaborative initiatives, personalised learning experiences, and teacher empowerment. To maximise these opportunities, the research recommended strategies such as infrastructure enhancement, resource accessibility, teacher professional development, curriculum adjustments, and collaborative efforts between public and private entities. Ultimately, the study proposed that rural environments can harness 4IR techniques in order to facilitate the quality of education and provide students with necessary digital skills by overcoming obstacles and taking advantage of opportunities.

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“Growing Our Own Teachers”: Rural Individuals Becoming Certified Teachers

Cited by 4 publications

References 13 publications

Moonlighting agricultural practices of Ugandan rural teachers and teacher retention

Moonlighting agricultural practices of Ugandan rural teachers and teacher retention

What attracts teachers to rural and remote schools? Incentivising teachers’ employment choices in New South Wales

The Fourth Industrial Revolution: Overcoming Digital Divides in Zimbabwean Rural Learning Ecologies

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