Placing teachers? Sustaining rural schooling through place-consciousness in teacher education

White, Simone and Reid, Jo-Anne 2008, Placing teachers? Sustaining rural schooling through place-consciousness in teacher education, Journal of research in rural education, vol. 23, no. 7, pp. 1-11.

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Title Placing teachers? Sustaining rural schooling through place-consciousness in teacher education
Author(s) White, Simone
Reid, Jo-Anne
Journal name Journal of research in rural education
Volume number 23
Issue number 7
Start page 1
End page 11
Publisher University of Maine, College of Education and Human Development
Place of publication Orono, Me.
Publication date 2008
ISSN 1062-4228
Summary 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.
Language eng
Field of Research 139999 Education not elsewhere classified
HERDC Research category C1 Refereed article in a scholarly journal
HERDC collection year 2008
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Document type: Journal Article
Collections: Faculty of Arts and Education
School of Education
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