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http://bura.brunel.ac.uk/handle/2438/27933| Title: | The roles of rural teachers |
| Authors: | Froerer, P Ansell, N Huijsmans, R |
| Issue Date: | 24-Sep-2018 |
| Publisher: | Brunel University London |
| Citation: | Ansell, N., Froerer, F. and Huijsmans, R. (2018) The roles of rural teachers, Policy Brief, September, pp. 1 - 4. Available at: https://www.brunel.ac.uk/research/Projects/pdf/Education-aspiration/Policy-brief-Roles-of-rural-teachers.pdf. |
| Series/Report no.: | Policy Brief;September 2018 |
| Abstract: | Teachers can be influential in shaping the aspirations of rural children, directly (by talking to them about possible future careers and lifestyles, both within and outside the classroom setting) and indirectly (as rare representatives of educated people in a rural setting). However, many teachers in remote rural settings demonstrate little commitment to their charges and are frequently absent, in part because they lack conviction that they can make a difference in children’s lives. Teachers need preparation, support and supervision to become better facilitators of learning, sources of information about potential career pathways and as embodied signifiers of education in a rural community. |
| Description: | Policy Brief heading: Education systems, aspiration and learning in remote rural settings An ESRC-DFID-funded collaborative research project (ES/N01037X/1). Research team LESOTHO Prof Nicola Ansell, Brunel University Dr Claire Dungey, Brunel University Dr Pulane Lefoka, Centre for Teaching and Learning, National University of Lesotho INDIA Dr Peggy Froerer, Brunel University Dr Arshima Dost, Brunel University Mr Muniv Shukla, Gram Mitra Samaj Sevi Sanstha, Chhattisgarh LAOS Dr Roy Huijsmans, ISS, Erasmus University Rotterdam Mr Syvongsay Changpitikoun, ISS, Erasmus University Rotterdam Ms Jodie Fonseca, Plan International, Laos SURVEY Prof Ian Rivers, Strathclyde University Recommendations: To motivate teachers to become better facilitators of learning, sources of career information and representatives of education, there is a need for: * Teacher education that challenges the narrative that schooling is about academic success and salaried jobs * A curriculum more relevant to rural children, in which they are able to demonstrate success (and are therefore seen as ‘worth teaching’) * Teacher education that addresses the roles, challenges and expectations of rural teachers * Teacher mentoring (from peers or trainers) that provides ongoing support and capacity building of rural teachers, including through the use of mobile apps and other technology. |
| URI: | https://bura.brunel.ac.uk/handle/2438/27933 |
| Other Identifiers: | ORCID iD: Nicola Ansell https://orcid.org/0000-0002-6129-7413 ORCID iD: Peggy Froerer https://orcid.org/0000-0003-1605-3564 |
| Appears in Collections: | Dept of Social and Political Sciences Research Papers |
Files in This Item:
| File | Description | Size | Format | |
|---|---|---|---|---|
| FullText.pdf | 1.21 MB | Adobe PDF | View/Open |
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