Article

The Rurality of Continuing Professional Teacher Development (CPTD)

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Abstract

This paper draws from a completed study that assessed the effectiveness of the current strategies for implementing CPTD programmes in rural junior secondary schools in a rural Education District of Eastern Cape Province. The researchers argue that the rurality of the continuing professional development of teachers resonates from the comprehensive failures of specific education policies in addressing various historical challenges of life in rural South Africa. Rural schools are confronted with poor schooling conditions, high levels of illiteracy, lack of parental participation, poor transportation, non-attendance and shortage of teachers. Resulting from the introduction of numerous new curriculums in South Africa, rural schools’ inadequacies alongside the inconsistencies in the ruralurban education policies’ dichotomy and implementation have been significantly exposed. The paper concludes that it would seem most plausible to suggest that the professional development needs of rural teachers should be addressed differently in rural areas. Some recommendations have been suggested.

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... Realising the importance of quality teachers in providing quality education to provide appropriate human resources for the economy, the SA post-apartheid basic education system developed a rich and multifaceted framework for implementing CTPD. The framework can be summarised into four inter-related policies (Steyn 2009 The SA Department of Education (DoE), introduced CPTD to facilitate the implementation of Curriculum and Assessment Policy Statement (CAPS) and to improve teacher practice and professionalism, thus leading towards improved learner performance (Shelile & Hlalele 2014;Mpahla & Okeke 2015;Ajibade 2016). The basic structure of the CPTD policy requires teachers to sign-up either manually or electronically for CPTD before the beginning of a three-year cycle. ...
... If professional development is not shaped around the teachers' need to learn, improve and perfect their professional competencies and teaching practice, and if real learning does not happen, then such process is futile. Research has revealed that the plethora of challenges that SA rural contexts are confronted with makes it seem impossible for schools to effectively implement and manage CPTD programmes (Shelile & Hlalele 2014;Mpahla & Okeke 2015;Oduaran 2015;Ajibade 2016). These scholars allude to challenges such as vulnerable political economies, fiscal incapacity, low levels of adult education, and various deprivations such as poor health access and poverty. ...
... Therefore, responsibility is placed upon teachers, school principals and district officials to champion CPTD involving everyone not only as life-long learners, but as agents of change who are able to withstand crises that disturb the process of teaching and learning in schools. It is questionable whether CPTD in SA is yielding the desired results (De Clercq 2013;De Clercq & Phiri 2013;Mpahla & Okeke 2015). However, teachers', school principals' and circuit managers' perspectives are still not adequately researched (Okeke & Mpahla 2016;Liu & Hallinger 2017). ...
Article
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In this paper we examine evidence from a study of continuing professional teacher development (CPTD), in a selected rural school cluster in South Africa. The paper seeks to achieve two objectives namely, to determine the nature of such CPTD during the pandemic of COVID-19, and to record the form the CPTD takes during the COVID-19 pandemic and to assess critically whether it is enabling teachers to handle crises such as COVID-19 in trans-formative ways. Even without any immediate crisis such as COVID-19, schools in rural contexts are confronted with multiple contextual factors that negatively affect the attainment of quality education. The advent of COVID-19 has compounded such challenges. In South Africa, empirical evidence on the voices of teachers, school principals and circuit management in rural contexts, regarding ways to enhance teacher practice through CPTD, remains sparse. Through a qualitative multiple case study involving four schools in one circuit, the study generated data through interviews with the circuit manager and each of the four school principals as well as focus group discussions with all teachers in each school. Findings show that CPTD in the four schools was largely transmissive, involving workshops, the 'cascading' of information, and restricted application of coaching and mentoring. There was no evidence of transformative CPTD, in which teachers would be Buhle Stella Nhlumayo & Vitallis Chikoko 64 actively involved to the extent of owning and taking responsibility for their development. We conclude that current CPTD in the schools is low-key and impoverished. Given the importance of CPTD in developing knowledge, skills and capacities, including transforming the school into a learning organisation , the current CPTD is incapable of building the necessary resilience for teachers to cope with the teaching and learning challenges posed by crises such as COVID-19.
... A plethora of challenges that rural contexts are confronted with makes it seem impossible for schools to effectively implement and manage teacher professional development programmes (Shelile & Hlalele, 2014;Mpahla & Okeke, 2015). Teachers in rural contexts are therefore often not motivated to implement development programmes, since they do not seem to see the influence of these programmes on their teaching practices (Mpahla & Okeke, 2015). ...
... A plethora of challenges that rural contexts are confronted with makes it seem impossible for schools to effectively implement and manage teacher professional development programmes (Shelile & Hlalele, 2014;Mpahla & Okeke, 2015). Teachers in rural contexts are therefore often not motivated to implement development programmes, since they do not seem to see the influence of these programmes on their teaching practices (Mpahla & Okeke, 2015). Ajibade (2016) further indicates that those mandated with the provision of support, monitoring, evaluation and overall management of professional development programmes in schools do not execute their responsibilities as they should, particularly in schools in rural contexts. ...
... These deprivations have a negative impact on the attainment of quality education and the implementation and execution of other educational programmes. Mpahla and Okeke (2015) assert that rural schools are disadvantaged because of the social inequalities they experience, and this affects the effective implementation of SBTPD programmes. Teachers who teach in rural schools tend to define themselves according to the context in which they work (Pitsoe and Maila, 2012) and this negatively affect the SBTPD implementation. ...
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Abstract Schools in rural contexts are confronted with unique contextual challenges that hinder the accurate implementation of school-based teacher professional development (SBTPD). The advent of Corona Virus Disease 2019 (COVID-19) on South African (SA) shores exacerbated these challenges, particularly in rural schools. Teachers and school principals are not aptly equipped to withstand crises that negatively impact on teaching and learning. This paper examined the experiences of teachers and school principals in implementing SBTPD to enhance teacher practice in times of crises in a selected South African context. This paper was underpinned by the interpretive qualitative approach and adopted a multiple case study design. Schools were randomly selected and participants were purposively selected. Data was generated through semi-structured interviews and focus group discussions with teachers and school principals, as participants, from two schools in a selected rural circuit. Data was analysed using the thematic analysis. The findings revealed a lack of collaborative practices necessary for effective SBTPD among teachers, no desire for self-directed learning from teachers as they depended on the Department of Education (DoE) to provide workshops and were comfortable being caged within the DoE formula of teacher development. Further findings revealed a lack of leadership from the school principals in managing the implementation of SBTPD. In view of the findings, this paper suggests empowerment of teachers and school principals to design and manage their own SBTPD programmes so they can enhance their practice, particularly in times of crises.
... Rural contexts are confronted with several challenges that hinder the accurate implementation of SBTPD (Shelile & Hlalele, 2014, Mpahla & Okeke, 2015, Oduaran, 2015, Ajibade, 2016. This causes a lack of motivation among the teachers in rural schools to implement teacher development programmes, since they do not see its influence on their teaching (Okeke & Mpahla, 2016). ...
... Schools are supposed to continue from what the department has provided and initiate their own teacher professional development programs. Mpahla and Okeke (2015) suggest that the professional development needs of rural schools should be addressed differently because of the unique contextual factors that rural contexts are faced with. COVID-19 compounded the challenges that rural schools had already faced, and the sudden change that came with it demanded a complete overhaul of the provision of education, for which the researched schools were not ready. ...
Article
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With the advent of COVID-19 and its control regulations, most schools, particularly in rural areas, suspended teaching and learning and had yet to make an immediate plan on how to continue with the academic programme. This revealed the failure of the South African education system to step up to different and unfamiliar territories of teaching and learning in order to continue with the academic program amidst a pandemic and beyond. Responding to the question: What are the experiences of teachers and school principals in implementing SBTPD in rural contexts to survive potential crises that disrupt the teaching and learning program? Embedded in the adult learning theory, the paper was underpinned by the interpretive qualitative approach and used a multiple case study as a mode of inquiry. This study generated data in two rural primary schools through focus group discussions (FGDs) and face-to-face interviews with teachers and school principals, respectively. Data were analysed using thematic analysis. The findings revealed that the researched schools did not have customised teacher development programmes tailored to the specific needs of their schools. The findings further revealed that there was a lack of intraschool and interschool collaborative cultures among the teachers. This paper concludes that SBTPD needs to be understood and conceptualized differently by all stakeholders if schools are to be able to withstand and survive beyond immediate crises such as the COVID-19 pandemic. Considering the findings, this paper recommends that schools initiate and design their own school-based teacher professional development programmes, tailor-made to the needs of the schools and teachers, to accommodate immediate crises and survive beyond unprecedented crises to ensure that the academic programme is not disrupted, and capacity building for school leaders to create a collaborative culture among teachers.
... It was under this understanding that the researchers followed a research paradigm as a theory which narrates paradigms to entail mind sets that emerge through the conversation and actions of people [10]. However, researchers in this study considered a research paradigm as essentially a worldview, a whole framework of beliefs, values and methods within which research took place [11]. From this understanding, what the researchers considered imperative about the research paradigm is its unwavering allowance for us to have different beliefs and ways of viewing and interacting within their surroundings. ...
... Schools in rural settings of the Eastern Cape Province suffer from countless images of barriers that locate them far backwards when looking at teacher professional development [17]. Such a cause has led to an attempt to address the ill-equipment of teachers in rural schools at implementing the new curriculum changes, to be only possible through the implementation of CPTD programmes [11]. Rural schools have been and are continuing to show the ineffectiveness in classroom teacher practices with the end result that quality education does not come to the fore. ...
Article
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This study explored the extent to which teachers' constructions of continuing professional teacher development (CPTD) programmes are implemented to bring about quality education in the Amathole East Education District. CPTD is a programme based on the conviction that the quality of teachers influences the quality of learners' performance. Quality education emanates from effective teachers who have undergone effective CPTD programmes. Hence professional development is meant to improve teacher classroom practices. The findings from this study indicated that although CPTD programmes are in place, teachers are faced with enormous challenges of learner performance as CPTD does not resolve classroom difficulties. Strategies for implementing CPTD programmes used do not impact on teacher classroom practices as the required outcomes of the CPTD projects in place are not forthcoming. The situation results to teachers not being motivated to attend out-of-school CPTD programmes as they feel not rewarded in terms of the programmes impact on their teaching practices. In addressing the research problem, this study was placed within an interpretive paradigm, allowing the use of a qualitative research design. The qualitative data was collected through the use of semi-structured interviews and document analysis. Thematic data analysis was used to analyse qualitative data.
... It was under this understanding that the researchers followed a research paradigm as a theory which narrates paradigms to entail mind sets that emerge through the conversation and actions of people [10]. However, researchers in this study considered a research paradigm as essentially a worldview, a whole framework of beliefs, values and methods within which research took place [11]. From this understanding, what the researchers considered imperative about the research paradigm is its unwavering allowance for us to have different beliefs and ways of viewing and interacting within their surroundings. ...
... Schools in rural settings of the Eastern Cape Province suffer from countless images of barriers that locate them far backwards when looking at teacher professional development [17]. Such a cause has led to an attempt to address the ill-equipment of teachers in rural schools at implementing the new curriculum changes, to be only possible through the implementation of CPTD programmes [11]. Rural schools have been and are continuing to show the ineffectiveness in classroom teacher practices with the end result that quality education does not come to the fore. ...
Article
Full-text available
This study explored the extent to which teachers' constructions of continuing professional teacher development (CPTD) programmes are implemented to bring about quality education in the Amathole East Education District. CPTD is a programme based on the conviction that the quality of teachers influences the quality of learners' performance. Quality education emanates from effective teachers who have undergone effective CPTD programmes. Hence professional development is meant to improve teacher classroom practices. The findings from this study indicated that although CPTD programmes are in place, teachers are faced with enormous challenges of learner performance as CPTD does not resolve classroom difficulties. Strategies for implementing CPTD programmes used do not impact on teacher classroom practices as the required outcomes of the CPTD projects in place are not forthcoming. The situation results to teachers not being motivated to attend out-of-school CPTD programmes as they feel not rewarded in terms of the programmes impact on their teaching practices. In addressing the research problem, this study was placed within an interpretive paradigm, allowing the use of a qualitative research design. The qualitative data was collected through the use of semi-structured interviews and document analysis. Thematic data analysis was used to analyse qualitative data.
... It was under this understanding that the researchers followed a research paradigm as a theory which narrates paradigms to entail mind sets that emerge through the conversation and actions of people [10]. However, researchers in this study considered a research paradigm as essentially a worldview, a whole framework of beliefs, values and methods within which research took place [11]. From this understanding, what the researchers considered imperative about the research paradigm is its unwavering allowance for us to have different beliefs and ways of viewing and interacting within their surroundings. ...
... Schools in rural settings of the Eastern Cape Province suffer from countless images of barriers that locate them far backwards when looking at teacher professional development [17]. Such a cause has led to an attempt to address the ill-equipment of teachers in rural schools at implementing the new curriculum changes, to be only possible through the implementation of CPTD programmes [11]. Rural schools have been and are continuing to show the ineffectiveness in classroom teacher practices with the end result that quality education does not come to the fore. ...
... In South Africa, a lot of evidence exists which suggests that the Department of Education (DoE) is well aware of the role and value of CPTD in the overall improvement in the quality of teachers as well as in learning (Maistry 2008;DBE 2011;Steyn 2013;Mpahla and Okeke 2015a). Various approaches to and models of CPD are in place in many schools in the country (DoE 2010;DBE 2011;Taylor 2011;Mpahla and Okeke 2015b). Notwithstanding this, it is necessary to introduce CPTD programmes because the situation in schools remains unchanged, especially in rural schools. ...
... According to Zafeirakou (2007: 11), CPTD entails a process in which "teachers need to be actively involved in the change process [and where]...teacher professional development is a process and not an event". Based on these sentiments, studies unanimously agree that practical training based on the realities of the classroom and ongoing onthe-job support is a critical factor for any successful teacher education (DoE 2004(DoE , 2008Gardiner 2008;Wallin 2008;Mpahla and Okeke 2015b). To Harmon et al. (2007), improving the professional practice of teachers requires actions that address the unique context and conditions in rural schools. ...
Article
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This study assessed the effectiveness of the current strategies for implementing continuing professional teacher development (CPTD) programs in rural junior secondary schools in one Eastern Cape Education District in South Africa. An interpretive paradigm that allowed the use of a qualitative research design was adopted. Eighteen participants took part in the study. Qualitative data was collected through semi-structured interviews and the data was analyzed qualitatively. Findings suggest that strategies for implementing CPTD programs did not impact the teachers’ classroom practices. Results also indicate that teachers were not motivated to attend out-ofschool CPTD programs as they felt not rewarded by such programs. Teachers preferred professional development that was within the school. Moreover, findings indicate that teachers had already started engaging in communities of practice in their schools on their own. Lastly, findings equally show that district officials were not visiting schools. This study concludes that CPTD programs must continue to exist with the intentions to finding lasting solutions to implement effective strategies. Some recommendations have been made.
... In addition, resistance to [2]e is probably one of the greatest inhibitors of the promotion of innovative teaching methods in educations institutions as students, teachers and other stakeholders view change, especially where it alters traditional teaching processes as unnecessary [4]. Further, the professional development of the teachers is not always continuing and where it is, these professional developments may be limited in rural areas and may not expose teachers to current research findings or training seminars [17]. ...
Article
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This review paper aims to discuss diverse issues faced by ESL learners in secondary education in Sri Lanka. Linguistic, psychological, social, and cultural factors as well as applicable practices which hinder the development of L2 are discussed in the framework of the investigation that is conducted in collaboration with the detachment of linguistics, psychology, education and applied linguistics. Such challenges are understood in the context of educational and sociocultural situations in Sri Lanka. In view of these analyses, it becomes clear that there is a great demand for specific instructional approaches, improved teacher education, and [2]es in the curriculum that will benefit learners. Using these truths, this paper discusses learner-centered strategies and elaborates on corrective measures for policymakers and educators to enhance the ESL effectiveness in Sri Lanka.
... This term is used for everything that is not metropolitan or urban (Monk, 2007). As indicated in the opening remarks, in the South African context, a significant portion of schools falls under this descriptor (Mpahla & Okeke, 2015). These rural schools are characterised by highly impoverished backgrounds of learners as most parents are low-skilled workers, and unemployment is widespread (Monk, 2007). ...
Chapter
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Teachers often work in silos, particularly in remote rural schools, lacking support. The characteristics of rural schools include teachers’ isolatedness and poor results in mathematics. Teachers’ competence is central to teaching, but finding ways to support specialist teachers and thus increase their effectiveness amid spatial and professional isolation remains challenging. A South African professional development programme implemented in a rural setting used a community of practice (CoP) to address teacher development. The research question was: How can the hampering effect of professional isolation of rural mathematics teachers be alleviated amid limited opportunities to utilise a communal knowledge-and-skills sharing platform? Wenger’s social theory of learning constituted the theoretical framework. Data was collected through interviews and programme report content analysis with five mathematics teachers. Participation in the CoP reduced isolatedness, and a shared community was established. The CoP supported development in content and pedagogical knowledge, lesson presentations, assessment practices and enhanced opportunities to exchanging different methods of solving mathematical tasks. They also tapped into each other’s knowledge and skills as valuable sources in their development. This shared knowledge and skills were transferred to their own teaching practice. Social learning can thus be used differently—as a tool to combat the professional isolation in rural settings.
... In their attempts to overcome the anxiety caused by the inability to set up good online learning activities, Nurani and Intan referred to the crucial role played by teachers association in rural areas. Since professional development is needed to keep rural teachers keep up with current trend and issues in language learning (Anwar et al., 2020), the program should be designed in accordance with rural teachers' characteristics as well as be made accessible for them (Hansen-Thomas et al., 2016) and delivered differently (Mpahla & Okeke, 2015). Unlike teachers in urban areas who may feel more confident in joining trainings or workshops conducted by a wide-scale organization, teachers in rural areas may find it more comfortable to learn within their grassroots organization as expressed by Intan as follows: ...
Article
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This article explores rural English as a Foreign Language (EFL) teachers’ emotions and agency in online language teaching. Based on Hargreaves’s emotional geography framework, teachers’ emotions and teacher agency are both captured through teachers’ narration about their feelings, salient challenges that they encountered, and their coping strategies. Research data were collected using semi-structured interviews with two English teachers working in rural upper secondary schools in Nunukan, Indonesia. The collected data were analyzed with an inductive approach. The findings portray how rural EFL teachers experience various emotions which are mainly caused by physical and sociocultural distance, how agency helps these teachers with abilities to reflect on their feelings and to take crucial actions, and to what extend the need for immediate professional development programs to develop online teaching skills is.
... The need for this development is also reported in many different countries (e.g., Jovanova-Mitkovska 2010; Roesken-Winter, Hoyles, and Blömeke 2015). Since, for example, in South Africa CPD has been implemented through the National Policy Framework for Teacher Education and Development (2007), several contributions report that CPD plays a crucial role in supporting, motivating and empowering teachers in their daily work (e.g., Geldenhuys and Oosthuizen 2015;Gomba 2019;Engelbrecht, Ankiewicz and de Swart 2007;Gemeda and Tynjälä 2015;Kempen and Steyn 2017;Mpahla and Okeke 2015;Steyn 2011). In this context, Engelbrecht and Ankiewicz (2016, Table 1, 279) recently compiled theories, models and criteria for successful CPDs and elaborated eight criteria for continuing professional teacher development (CPTD, Engelbrecht and Ankiewicz (2016, (1) CPTD should develop a teacher's school knowledge (2) CPTD should develop a teacher's discipline knowledge • Introduction to action research Introduction to action research; learning how to reflect teaching practice with theoretical input about learning theories; Austrian standardised testing of language competence in English; exchanging and reflecting on teaching experiences; peer feedback. ...
Article
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This paper reports the results from a second-order action research process, accompanying a continuing professional development (CPD), the Pedagogy and Subject Didactics Programme (PFL). PFL is a 2-year-postgraduate university course that focuses primarily on subject didactics, action research methods and peer group learning. This study accompanied PFL 2015-2017 with 20 graduates. The main objectives of the evaluation were to verify and maintain a good quality of the input and the possibility to bring this input into the daily work of teachers. Through the formative process orientation, we as program administrators were enabled to integrate many insights directly into the further development of the course. The described process shows how and to what extent PFL could be positively shaped by feedback from teachers and our reflection on it. In this way we were able to meet the needs of the participants without losing sight of PFL's goal. Targeted interventions enabled us to achieve most of the two main objectives of the study. ARTICLE HISTORY
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This paper examines the dynamics experienced by teachers, school principals and the circuit manager in implementing school-based teacher professional development (SBTPD) in a selected South African rural context in dealing with crises such as COVID-19. Teachers, school principals and the circuit manager are not appropriately equipped to meet the challenges and needs of this developing country through the accurate implementation of school-based teacher professional development. The advent of COVID-19 has compounded such challenges, particularly in rural schools. Underpinned in the qualitative interpretive approach and using a multiple case study as a mode of inquiry, this paper employed four schools in one education circuit. It generated data through interviews with the circuit manager and each of the four school principals as well as focus group discussions with all teachers in each school. Data were analysed using thematic analysis. The findings revealed that the researched schools solely relied on the cascade model to implement SBTPD and that there was a lack of collaborative practices among teachers. Considering the findings, this paper suggests that schools initiate their schoolbased programmes designed to accommodate crises and that teachers, school principals and the circuit manager (CM) undergo capacity-building in appropriately implementing SBTPD, particularly during crises. Keywords: School-Based Teacher Professional Development, Teacher Professional Development, COVID-19, Rural contexts, Dealing with situational crises
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This article describes how teachers in rural junior secondary schools perceive current programmes for continuing professional teacher development (CPTD). The sample comprised 18 participants and utilized qualitatively analysed, semi-structured interview data. The results indicate that the strategies for implementing CPTD programmes for participants do not impact on their classroom practices. Participants are not motivated to attend out-of-school (off site) CPTD programmes, as they do not see the programme’s impact on their teaching practices. The results equally suggest that teachers prefer on-school-site professional development programmes. The evidence suggests that participants have already started engaging in their own communities of practice in their schools. Contrary to expectations, the results reveal that District officials do not offer the expected support, nor do they visit the schools. In order to improve the effectiveness of CPTD programmes, teacher preferences pertaining to their development have to be considered by the education authorities. Some recommendations have been made.
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Almost two decades after the demise of apartheid, rural communities in South Africa are still plagued by seemingly insurmountable challenges, with no change in sight for those who need it most. In spite of the many interventions that have been implemented, real transformation remains elusive. This position paper is premised on the notion that this lack of social change is due, in large part, to the dominance of research paradigms that ignore the voices of those most affected and those who are the intended beneficiaries of the interventions informed by the scholarship. Thus, the paper aims to critically reflect on the nature of rurality and to map the issues that face rural communities as well as the limitations of dominant research paradigms and their impact on social change (or lack thereof). It concludes with an exploration of the possibilities for using participatory visual methods for conducting research that makes a difference in the lives of participants and those around them.
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The present investigation is intended to study the professional development of geography teachers with reference to professional perception and perspectives of the teachers and how far it is lead to the students for their education. The scale of professional perception and professional perspective is constructed. Samples of 444 high schools geography teachers with normative survey and purposive sampling method. Suitable statistical techniques were applied to draw the appropriate result. The personal variables were studied with respect to gender, school location; medium of instruction, type of management, age group, and length of service and qualifications of Geography teacher is compared. The significant difference is found in medium of teaching and type of the management and found no significant in locality of the institution. There is a positive, significant correlation between the profession perception and profession commitments of geography teachers.
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In this article, the authors draw on narrative portraiture to inquire into the family, school, community, and teacher education experiences of two novice teachers who teach in schools located in two rural communities in the southeastern United States. The authors show how their university teacher education classes and field experiences neither addressed nor supported these teachers’ identities as rural teachers. In doing so, the authors highlight how these teachers desired to be connected personally and professionally to the communities in which they teach. From these narrative portraits, the authors argue that identity and relationship exist synergistically within these teachers’ lives and experiences. Drawing on such synergy is critical to attracting preservice teachers to and retaining novice teachers in schools within rural communities. Based on their interpretations, the authors offer suggestions for how teacher educators can better prepare preservice teachers who intend to teach within such schools.
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This study describes the design and results of a descriptive and explorative case study into the development of professional knowledge by pre- and in- service teachers through collaborative research in an English as a Foreign Language (EFL) setting. Studies have shown that teacher research has a profound effect on those who have done it, in some cases transforming classrooms and schools. It has been found to facilitate teachers' critical thought, boost teachers' self-esteem, and increase their awareness of students' needs. Yet, it has been observed that neither pre- nor in-service teachers of English can do much research in Turkey. The main reason is that pre-service teachers generally cannot get permission from schools for research, and in-service teachers do not have sufficient time and training to conduct research. Thus, the impetus for this study came from the belief that if pre- and in-service teachers are encouraged to collaborate for research, both parties will benefit. Ten pre-service and ten in-service teachers participated in this study. After being provided with relevant theoretical knowledge on research, they collaborated and conducted their research in in-service teachers' classes. It was found that participating in collaborative action research gave teachers from both groups a framework for systematically observing, evaluating, and reflecting on their L2 teaching practices. They also gained an understanding of the importance of collaboration.
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This article outlines a comparative analysis of three studies (one provincial, and two school division) that examined the congruence between the priorities of the Manitoba government's Kindergarten to Senior 4 (K-S4) Education Agenda for Student Success and priorities identified by stakeholders in a rural Manitoba (Canada) school division, as well as the capacity of the division to achieve them. Capacity was defined utilizing a model developed out of rural sociology termed entrepreneurial social infrastructure which includes three components for success: (1) Legitimization of Alternatives; (2) Diverse Networks; and (3) Resource Mobilization. The findings of the study suggest that (1) rural areas are dynamic and unique in their economic, social and demographic characteristics, and (2) that theoretical conceptualizations of how rural areas develop and/or thrive have yet to be refined, particularly as they relate to rural education. School reform efforts have a tendency to essentialize schooling across contexts, which provides many challenges to rural school divisions when they do not reflect local purposes, interests and/or capacities. A more localized and responsive conceptualization of school improvement strategies is therefore necessary, as well as research that is tailored to the particular needs of rural communities.
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This paper reports on a multiple case study that explored teachers’ and families’ collaboration in two urban and four rural state elementary schools in Cyprus. The analysis of the data showed that teachers’ approaches to their collaboration with families may not only be traced to differences among teachers but also in the ideological approach of the parents’ community to schooling and school-family relationships. The study suggests that teacher-family networks and how these relate to different parent ideologies can be used beneficially to actively strengthen social network closure between the school and the students’ homes that could lead to improved learning.
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Background This was a small-scale study conducted in Hong Kong Chinese language classes, based on the research in cognitive strategy instruction.Purpose This study aimed to explore whether Chinese language teachers were able to develop their own school-based strategy instruction programme through collaborating with the researcher.Programme description The school-based programme was mainly adapted from a Chinese reading strategy instruction programme that was developed by the researcher. It aimed to enhance students' reading comprehension through direct teaching on different reading strategies.Sample A total of 205 grade 7 students and six teachers from one secondary school in Hong Kong participated in the study. One of the teachers and six students from his class were specially invited to participate as target subjects in an in-depth investigation.Design and methods This study adopted quantitative methods, including a reading comprehension test and questionnaire, and qualitative methods, including think-aloud measures, interview and observation in programme evaluation.Results Findings of the study generally suggested that the school-based programme was implemented quite smoothly in the regular Chinese language lessons, and most of the students had better performance on their strategy use and reading comprehension after receiving the programme. While the findings provided preliminary support for developing a school-based strategy instruction programme in Hong Kong Chinese language classes, some problems in changing Chinese language teachers' instructional approach are also discussed.Conclusions This study explored the possibility of developing a school-based strategy instruction programme in Chinese language classes. Due to the small scale and exploratory nature of the study, however, certain limitations of the research design of this study should be noted.
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The Constitution provides the ground rules to create obligations on the state and to transform the education system by introducing human rights in line with the best developed democracies. This article is not about state-compelled school attendance, but rather the observe: the right to attend school. So while the right to attend school is part of the answer, it is far from the whole answer to the question of the right to education. Is it in the best interest of the child if there are still many corrupt practices in the public school sector? Whose rights are we talking about- those of the child or his or her parents? The mere fact that enforcement mechanisms is not an effective tool of measuring the exercise of the right in education. The article first sets out the constitutional framework in South Africa so far as it bears on the right to education, including whether a constitutional right to education can be implied by the Bill of Rights. It will then probes the extent to which provincial school acts and regulations, and provincial human rights, provide a general right to education.
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Current legislation focusing on the professional development (PD) of teachers has come under closer scrutiny since the advent of the No Child Left Behind Act of 2001. The purpose of the present study was to investigate the effects of music specific PD activities provided as part of a community symphony orchestra’s educational outreach project on rural instrumental music teachers. Rural music teachers face unique challenges of time, place, and distance. The problem was to determine the extent to which rural instrumental music teachers’ attitudes, teaching strategies, and musical skills are affected through onsite music-oriented PD activities. PD activities designed specifically for instrumental music teachers appeared to stimulate and improve teachers’ personal self-development of music and teaching skills. Data indicate that PD must be oriented toward relevant and useful topics and experiences that spark an inquisitiveness and continuing curiosity of learning and self-development in teachers, and to counteract the complacency that may occur from being in a fixed, isolated career path.
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Purpose This paper draws on research which began in 2006 with students in a graduate course on rural education. Its purpose was to find out what graduate students saw as current issues of rural education, how that compared to the literature, and what they thought supporting agencies such as government and universities needed to be doing to advance rural education. This paper focuses on presenting the findings and initiating a dialogue that leads to further conceptual understanding of ruralness. Design/methodology/approach The inquiry design and implementation is grounded in theories of constructivism and personal practical knowledge. Findings Some of the more common issues for participants in the study such as, curriculum delivery; bussing; teacher training; insecurity in teacher allocations; and threats of consolidation, are synonymous with the literature. The data also points to the need for research in rural schools and rural communities which is set within a rural‐based theoretical framework. Research limitations/implications The study is conducted within the context of one Canadian province using participants from one specific setting. Therefore, the findings represent a localized instance of both curriculum research and literature review. Practical implications The study may serve to illuminate issues which can be expanded and become more global in its practicality. Originality/value The paper provides an example of curriculum research that is founded on the work and learning experiences of students and their instructor. This knowledge can play a significant role in determining future curriculum design; curriculum implementation; teacher training, recruitment, and retention while enhancing community development in rural areas.
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This paper explores two seemingly disparate areas of social inquiry: teacher education and the sustainability of rural communities in Australia. It suggests that these may be usefully understood in close connection with each other, and that healthy rural communities may be supported via reform of the ways in which teacher education prepares graduates for teaching in rural schools. In making this argument we claim that consideration and consciousness of place are important for all teacher education curricula, not merely that on offer in rural and regional centers. We call for metropolitan-based teacher education institutions to consider curriculum practices that take a more active role in fostering healthy and productive rural communities through place-conscious approaches to pedagogy (Gruenewald, 2003). At the center of this call is a concern to ensure the provision of high-quality education for children in rural families and the need for well-trained teachers who are personally and professionally equipped to address the educational needs of their communities.
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This paper reports data from the third phase of a 2-year investigation into continuing professional development (CPD) for physical education teachers in England. The purpose of this phase was to examine the ways in which 10 case study teachers engaged in professional learning over the course of 1 academic year. Data were collected from a series of individual interviews with the teachers, learning diaries, field notes, and a final focus group interview. The findings suggest that these teachers identified CPD as "going on a course," but, in reality, they learned in a variety of ways. The most striking finding was the high value they placed on learning informally (yet strategically) with and from each other. We argue, therefore, that the traditional relationship between teachers and CPD provision needs to be altered such that teachers in their professional learning communities or networks play a leading role.