Development of teacher self-efficacy for teaching in rural schools in the circumpolar north: Lessons for teacher education

Kalpana Vijayavarathan, Edda Óskarsdóttir, Mhairi Beaton, Tuija Turunen, Olga Kagan, Natalya Flotskaya, Svetlana Bulanova

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Abstract

Teachers across the circumpolar north often share similar experiences working in small communities in remote areas with distinctive cultures and livelihoods. However, teacher education programmes tend to be universal, ignoring an ecological understanding of teaching. This paper describes the findings from a desktop study investigating the specific demands made of teachers working in rural schools and the implications for teacher education in supporting them to develop the necessary self-efficacy for this role. The results indicate that attention tospecific teaching and teacher competences is required but that this must be undertaken with an awareness of the importance of place-based education.
Original languageEnglish
Pages (from-to)293-308
JournalJournal of Teacher Education and Educators
Volume11
Issue number3
Publication statusPublished - 2022
MoEC publication typeA1 Journal article-refereed

Keywords

  • rural education
  • teacher self-efficacy
  • teacher competencies
  • place-based education
  • ecological understanding

Field of science

  • Teacher Education
  • General education

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