Placing Teachers: Review of the Literature on Rural Teacher Education

• In Event: Preparing and Supporting Teachers Working With Specific Diverse Populations

Abstract

Renewed interest in rural education has afforded new opportunities for research and practice that supports the recruitment, preparation, and support of high quality teachers. However, there is a paucity of recent syntheses that examine the research on teacher education for rural schools and communities. In this paper, we review the literature on rural teacher education from 2007 – 2017. In doing so, we seek to address the following research question: What does the literature say about the recruitment, preparation, and support of teachers for rural schools and communities? We frame our review of the literature with an orientation toward place-based pedagogy, and we highlight the need for integrated, place-based teacher education for rural schools and communities.

Authors

• Emilie Mitescu Reagan, University of New Hampshire

• Beth S Fornauf, University of New Hampshire

• Elyse L. Hambacher, University of New Hampshire

• Thomas Higginbotham, University of New Hampshire

• Daniel Lord, University of New Hampshire

• Kathryn McCurdy, University of New Hampshire

• Thomas H. Schram, University of New Hampshire

• Vincent J. Connelly, University of New Hampshire