Why can't rural schools retain young teachers? An analysis of the professional development of rural school teachers in China:Taking teachers in rural western China

This article describes the experience of the conference «Development of rural educational organizations in the context of the National project «Education». The conference was organized by: Yaroslavl state pedagogical university named after K. D. Ushinsky, State educational institution of the Yaroslavl region «Institute of education development», Research center of the Russian Academy of education on the basis of YSPU, Yaroslavl regional public organization «Leaders of rural schools». The content of reports by well-known scientists of the country is briefly outlined, which identified the current problems of education and training of rural schoolchildren, due to the characteristics of the modern generation of children, the specifics of educational conditions in rural areas, and the resources of rural society. The speakers offered modern pedagogical ideas and tools for the successful implementation of the national project «Education» in rural schools. A number of presentations are devoted to the problems of professional development of teachers, scientific and methodological support of teacher training for rural areas. A review of the presentations of scientists and teacher-practitioners in seven sections is made: «Rural school-space for modernizing the content of education»; «Modern educational technologies»; «Rural school – space for equal opportunities for every child»; «Rural school – space for partnership and cooperation»; «Rural school – space for modern digital technologies»; «Professional development of rural teachers»; «Rural school – territory of public initiatives». Interesting experience of educational organizations is presented at master classes held on the basis of schools and kindergartens. The results of the scientific and practical conference, which was held for the first time in remote mode, were analyzed, the advantages of holding the conference in this format, as well as problems and difficulties, mainly of a technical nature, were identified. In conclusion, it is emphasized that the conference is an effective form of interaction between teachers from different organizations and regions, a means of stimulating their professional development and innovation in rural educational organizations.

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Professional Development for Secondary School Teachers and Educational Professionals in STEM Fields

Theory & Practice in Rural Education ◽

10.3776/tpre.2021.v11n1p94-112 ◽

2021 ◽

Vol 11 (1) ◽

Author(s):

Maria de Lourdes Viloria ◽

Selina V. Mireles ◽

Weam Al-Tameemi ◽

Marcela Uribe

Keyword(s):

Professional Development ◽

School Districts ◽

Secondary School ◽

Science Teachers ◽

Secondary School Teachers ◽

Rural School ◽

Rural School Districts ◽

Stem Fields ◽

School Teachers ◽

Educational Professionals

Rural communities are geographically isolated and have limited access to specialized services and ongoing support from content educational experts. As a result, rural school districts across the nation face many challenges related to the recruitment, retention, and professional development for their teachers. Studies have reported that rural school districts experience a shortage of specialized teachers and it is likely that rural school teachers will teach in content areas outside of their area of expertise. Finding mathematics and science teachers is a constant challenge. In response, we developed the Professional Development for Secondary School Teachers and Educational Professionals (PD-STEP) into STEM Fields Model, which utilizes research-based lessons aligned with curriculum standards and purposefully centered on (a) agricultural mathematics, science, and technology knowledge and skills; (b) specific needs of English language learners; and (c) indigenous, authentic agricultural topics through field-based experiences for teachers. The PD-STEP into STEM Fields Model encompasses the development of a lesson plan template and lesson topics that incorporate teachers’ professional development training on food, agriculture, natural resources, and human sciences. These professional development activities explore opportunities available in the career paths described by the United States Department of Agriculture and engender resource-rich partnerships among university faculty and rural school teachers.

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The problem of providing psychological comfort in the digital educational environment of rural schools

Pedagogy of Rural School ◽

10.20323/2686-8652-2021-2-8-63-75 ◽

2021 ◽

Vol 2 (8) ◽

pp. 63-75

Author(s):

Tatiyana S. Sheromova ◽

Keyword(s):

Rural Schools ◽

Student Development ◽

Rural School ◽

Educational Environment ◽

Educational Process ◽

School Teachers ◽

Pedagogical Tools ◽

Teachers And Students ◽

Negative Factors

Currently, digitalization has penetrated into all spheres of society, including education. At the same time, the use of digital technologies has not only positive, but also negative sides, which affects the quality of interaction of all subjects of the educational process. Some aspects of the digitalization of education reduce the psychological comfort of students, parents and teachers. The purpose of this study is to identify and describe the existing difficulties, risks, barriers, major changes and prospects of rural schools in the context of digital transformation, which affect the psychological comfort of the educational environment. Taking into account various risks and negative factors for students, parents and teachers will create psychologically comfortable quality of the educational environment. It is necessary to take into account the content of the learning process and the organizational and communicative conditions of the educational environment for optimal interaction of students with the intra-school and external environment. Psychological comfort is a factor of identification of students with teachers in the educational environment of rural school, which contributes to the development of subjectivity of teachers and students. The condition for ensuring psychological comfort is the use of a variety of pedagogical tools by the teacher. The leading methods of studying the problem were the analysis of pedagogical and methodological literature, regulatory documents, and questionnaires. The scientific novelty of the article material is determined by the fact that an attempt is made to analyze the problems of ensuring psychological comfort in the conditions of the digital educational environment of rural school. Teachers, taking into account these risks and barriers, can find positive aspects and opportunities of «numbers» in the education of rural schoolchildren and create conditions for fully realised learning, student development, pedagogical support and interaction with parents. The materials of this article can be used by teachers to improve the quality of the digital educational environment of rural school.

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METHODOLOGICAL SUPPORT IN A MODERN RURAL SCHOOL

Bulletin of Udmurt University. Series Philosophy. Psychology. Pedagogy ◽

10.35634/2412-9550-2020-30-4-470-475 ◽

2020 ◽

Vol 30 (4) ◽

pp. 470-475

Author(s):

A.S. Zelko ◽

V.A. Muzipova

Keyword(s):

Rural Schools ◽

Rural School ◽

Ninth Graders ◽

Support Program ◽

Effective Management ◽

Program Content ◽

Kaliningrad Region ◽

Definition Of ◽

Regional Projects ◽

Young Teachers

The article describes the experience of methodological support for teachers in a rural school in the Kaliningrad region on the basis of federal and regional projects - Schools for Effective Growth, support for rural schools by Moscow schools, the School for Effective Management, the Center for Digital and Humanitarian Education "Growth Point". The definition of methodological work is given, approaches to the concept of different scientists are considered, the main features of the methodological support of rural schools are listed. A methodological support program is proposed on the example of one of the rural schools of the Kaliningrad region, which includes the goal, objectives, principles, content, planned results. It is proposed to include five areas in the program content - organizational, informational, personnel, scientific-methodological, legal support. According to the results of the study, it is concluded that the effectiveness of the methodological support program in a rural school can be achieved through the following indicators: one hundred percent passing the state final certification by ninth graders for two years, an increase in the number of teachers who passed certification, receiving stimulating payments by young teachers, achievements in the competition of young teachers at the regional level.

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