Promoting Teaching in Rural Schools

This study extends previous investigations of interns’ and their cooperating teachers’ views of teaching in rural schools, which were conducted in 1998, 1999, 2000, and 2001. The present paper includes findings from a survey conducted in 2002 of a fifth cohort of interns and their classroom cooperating teachers. It examined the same four items analyzed in the four previous studies (namely: the advantages of teaching in rural areas, the disadvantages of doing so, recommendations about practicum placements for future interns, and advice for these interns), as well as items that also solicited respondents’ views of what the University’s College of Education and the rural school divisions could do to promote both interning and teaching in rural schools. Findings are synthesized and implications are drawn for both the University and the school divisions involved in these studies as well as for other institutions in similar situations—with respect to improving internship and teaching, and to helping promote the stability of rural communities, of which the school is often a key component.

Abstract licence: CC BY-NC

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