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Becoming a Rural Teacher in China: Preservice Teachers' Perceptions About Teacher Education Program
Mon, April 12, 9:30 to 10:30am EDT (9:30 to 10:30am EDT), Division K, Division K - Section 5 Roundtable SessionsAbstract
The purpose of this research is to explore how pre-service teachers (PTs) in the Directed Teacher Education (DTE) program perceived the teacher preparation effectiveness of becoming a rural teacher. Through a qualitative case study of a teacher education university with 140 PTs, the findings revealed that most PTs highly approved the program; however, they decreased in satisfaction from the aspect of anticipated challenges in rural teaching. The lack of rural knowledge acquisition and rural exposure was the main reason for the PTs to feel uncertain about teaching ability and identity shaping. This study offers insight into collaboration among teacher preparation institutions as an important way to enlarge practical experiences and to integrate rural elements into theoretical knowledge.