Early Career Teachers in Rural Contexts Share Advice for Preparation Programs, Professors, and Future Rural Teachers
In light of grave rural teacher shortages, there is an urgent need to develop a nuanced understanding of the factors that shape rural teachers’ work and lived experiences in order to better support their preparation, recruitment, and retention. The Rural Lessons research project was designed to identify the factors and mechanisms in new teachers’ schools, communities, and preparation programs that support their capacity to succeed, thrive, and remain in their rural communities. The inquiry is guided by two research questions:
- In light of their lived experiences in a variety of rural contexts, what recommendations do new teachers have for:
a) prospective rural teachers?
b) teacher education programs and professors?
- How do these recommendations differ relative to participants’ background, preparation, current position, and intention to remain in their position?
This research project is funded by the Montana State University Scholarship & Creativity Grant for the Advancement of the Arts, Humanities, and Social Sciences.