Navigating the Rural Terrain: Educators' Visions to Promote Change

Autor/inn/en	Vaughn, Margaret; Saul, Melissa
Titel	Navigating the Rural Terrain: Educators' Visions to Promote Change
Quelle	In: Rural Educator, 34 (2013) 2, (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Rural Education; Public School Teachers; Rural Schools; Teacher Attitudes; Interviews; Grounded Theory; Self Concept; Barriers; Educational Change; Change Agents; Elementary School Teachers; Middle School Teachers; Secondary School Teachers; Teacher Responsibility; Teacher Leadership; Teacher Effectiveness; Reflection; Phenomenology; Focus Groups + Suchen Sie Ihr Suchwort? Ländliche Erwachsenenbildung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrerverhalten; Interviewing; Interviewtechnik; Selbstkonzept; Bildungsreform; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Middle school; Middle schools; Mittelschule; Mittelstufenschule; Lehrverpflichtung; Lehrerfunktionsstelle; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Phenomenological psychology; Phänomenologie; Psychologie
Abstract	Advocates of rural education emphasize the need to examine supports which may promote rural educators given the challenging contexts of which they face. Teacher visioning has been conceptualized as a navigational tool to help sustain and promote teachers given high-challenging contexts. The current study explored 10 public school teachers from rural areas in the Pacific Northwest, and their visions and challenges to practicing their visions in their respective school environments. Findings suggest that visions were described in three domains: visions of students, visions of self as teacher, and visions of school. Teachers expressed visions of self as "change agents," and often expressed a sense of responsibility and vulnerability as they worked to weave knowledge of effective pedagogy, teacher leadership principles, and self-reflection to implement change in their individual schools. (Contains 1 table.) (As Provided).
Anmerkungen	National Rural Education Association. Web site: http://www.nrea.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10