Placing Curriculum: Integration of Place in a Rural Teacher Residency Program

• In Event: The Centrality of Community as a Site for Learning: Interrogating Beliefs, Relationship, and Curriculum

Abstract

Teacher preparation programs across the globe have implemented coursework and field experiences to address the distinct features of rural schools and communities. However, in many instances, these efforts have been haphazard, leading to inconsistent preparation of teachers for rural schools.

In this study, we we present a qualitative case study of the curriculum one rural teacher residency program (RTR), that prepares teachers for rural schools in the US. Drawing on theories of place, we find that the curriculum tends to emphasize certain aspects of place (e.g., culture) over other aspects, (e.g., geography). We offer implications of this work in relation to the integration of “placed” curriculum in teacher education.

Authors

• Emilie Mitescu Reagan, Claremont Graduate University

• Emilie Coppinger, University of New Hampshire

• Beth S Fornauf, Plymouth State University

• Bryan Mascio, University of New Hampshire

• Allison Tompkins, University of New Hampshire