scholarly journals SCIENTIFIC AND PRACTICAL CONFERENCE AS A FORM OF ACTIVITIES OF THE COMMUNITY OF RURAL TEACHERS

2020 ◽  
Vol 5 (3) ◽  
pp. 116-136
Author(s):  
Lyudmila V. Baiborodova ◽  
◽  
Dariya A. Zelenova ◽  
Olga V. Popolitova ◽  
◽  
...  
Keyword(s):  
Professional Development ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Successful Implementation ◽  
Educational Organizations ◽  
Rural Teachers ◽  
National Project ◽  
Practical Conference ◽  
School Space

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.

scholarly journals OPPORTUNITIES AND RESTRICTIONS OF SOCIO-PEDAGOGICAL ACTIVITY IN THE COUNTRYSIDE

2020 ◽  
Vol 6 (4) ◽  
pp. 40-52
Author(s):  
Tatiyana N. Gushchina ◽  
Keyword(s):  
Rural Schools ◽  
Rural Areas ◽  
Rural Society ◽  
Rural School ◽  
Reference Points ◽  
Social Adaptation ◽  
Educational Organizations ◽  
High Quality ◽  
Scientific Center ◽  
Social Autonomy

The relevance of the research materials presented in the article is determined by the need to organize high-quality socio-pedagogical activities to form and develop students’ social competence in rural society. This type of activity in rural school as one of the main institutions of students’ socialization involves the creation of pedagogical conditions that contribute to the social adaptation, social integration and social autonomy of young people. The article considers possibilities and restrictions of sociopedagogical activity taking into account the peculiarities of students’ socialization in rural society. The results of aerobatic socio-pedagogical study of potentials and limitations of socio-pedagogical activity in rural areas are presented, which was carried out in 2020 in three educational organizations of Nekrasovsky and Yaroslavsky districts of the Yaroslavl region,. The study involved 398 respondents, including 140 two rural schools, 217 parents of students of two rural schools and pupils of one rural preschool educational organization, 41 teachers and seven leadership personnel of these educational organizations. The results of the work of four focus groups of the problem group «Modern problems of rural schoolchildren’s socialization in modern conditions and ways to solve them» of the interregional laboratory «Pedagogy in rural school» of the Scientific Center of the Russian Academy of Education at Yaroslavl State Pedagogical University named after K. D. Ushinsky are presented. The interest of all categories of respondents to the problem of the development of integrated social and pedagogical activities in the countryside and the interest of students’ parents, teachers and leaders in the implementation of interaction with organizations and institutions of rural society was revealed. The study showed the «reference points for the development» of sociopedagogical activities in the countryside, updated the problem of the need for systematic coordinated socio-pedagogical activities in rural society, studying its capabilities and limitations, improving the forms and methods of organizing this type of activity (sociopedagogical complexes, coordination councils, headquarters, socio-pedagogical monitoring, etc.), as well as the need to prepare specialists for high-quality support of socio-pedagogical activities in rural society.

Predictors of Teachers’ Reading Skills in a Rural School District in Northeastern Mindanao Philippines

2012 ◽  
Vol 2 (1) ◽  
Author(s):  
Loveleah B. Albarillo
Keyword(s):  
School District ◽  
Rural Areas ◽  
Reading Skills ◽  
Reading Skill ◽  
Rural School ◽  
The Philippines ◽  
Rural Teachers ◽  
Rural School District ◽  
Standardized Reading Test

Reading is a problem for teachers in the Philippines. It becomes even more acute for teachers in rural areas. In Surigao del Sur (Northeastern Mindanao—Philippines), the problem is especially worrisome. I designed a study that determines the predictors of the reading skills of teachers in a rural school district. To analyze the data, I used the frequency weighted mean, Pearson Moment-Product Correlation Coefficient, and regression analysis. I also used a standardized reading test as the reading instrument. On top of that, I asked the teachers to build a personal profile with socio-demographic and pedagogical variables. I gathered the data through a questionnaire. The results confirm in Surigao del Sur what is known to be the state of reading habits of teachers in the Philippines. The quality of reading skills is low or poor. The teachers are not able to teach competently in language and reading. They have higher order skills in scanning and points of view. They have average levels of vocabulary. They use study aids infrequently. They have low levels of reading comprehension. Age is the most important predictor of reading skill. It tends to decline as teachers grow older. They read less the longer they stay in the service. It is specifically noticeable among teachers who do not exert the effort to deepen their professional studies. Teachers 40 and above need a special reading intervention. To prevent a decline in reading skill, all rural teachers ought to do graduate-level work.   Keywords - socio-demographic variables, pedagogical variables, reading skills of teachers

scholarly journals A Study of Attitude of Teachers towards Inclusive Education

2020 ◽  
Vol 9 (1) ◽  
pp. 189-197
Author(s):  
Shiba Singh ◽  
Saurav Kumar ◽  
Ranjan Kumar Singh
Keyword(s):  
Inclusive Education ◽  
Rural Areas ◽  
Sampling Technique ◽  
Successful Implementation ◽  
Rural Teachers ◽  
Significant Difference ◽  
The Government ◽  
Teachers Attitudes ◽  
Quota Sampling ◽  
Private Management

This study aimed to investigate the attitude of the teacher’s towards inclusive education as the attitude of teachers or executors has a significant impact on the successful implementation of inclusive education. The population of the study comprised all pre-service and in-service teachers of the Gaya district of Bihar. Out of this population, a sample of 108 pre-service & in-service teachers (associated with primary and secondary school) were selected through quota sampling technique from 11 institutions (belonging to the government and private management system). We wish to discover teachers’ attitudes towards inclusive education among their different demographic variables i.e. Mode of service, Gender, Locality. An attitude of teachers towards Inclusive Education questionnaire, was used for data collection. Collected data were statistically analyzed by using Frequency counts, Mean, Standard Deviation (SD), Standard Error of Mean and ` t ` test. Among the total participants n= 108, 48.14% were pre-service teachers & 53.33% were in-service teachers, 50% teachers associated with the urban area & other 50% teachers living in rural areas, 48.14% were female & 53.33% were male. The result shows that attitude of teachers towards inclusive education was moderate to a favorable level. Pre-service and urban teachers had a more positive/favorable attitude towards inclusive education than the attitude of In-service and rural teachers, respectively. In contrast, there was no significant difference between the attitude of male and female teachers towards inclusive education.

scholarly journals SCHOOL CULTURE AND PROFESSIONAL DEVELOPMENT OF SCHOOL TEACHERS FROM URBAN AND RURAL AREAS IN CHINA

2020 ◽  
Vol 39 (3) ◽  
pp. 609-619
Author(s):  
Zhang Ling ◽  
Jiang Na ◽  
Siaw Yan-Li ◽  
Joko Sriyanto
Keyword(s):  
Professional Development ◽  
School Culture ◽  
Family Environment ◽  
Personal Growth ◽  
Rural Areas ◽  
Compulsory Education ◽  
Working Environment ◽  
School Teachers ◽  
Rural Teachers ◽  
Urban And Rural Areas

Rural teacher recruitment and retention has become a common concern globally including in China. In order to understand the underlying reasons that cause rural teachers’ attrition, this study aims to explore the school culture and professional development of the teachers from urban and rural areas of China provinces, by examining three study objectives: teaching location and socio-demographic factor; challenges faced by rural teachers; and strategies to develop teaching professionalism in rural schools. A mixed-method approach involving survey forms and interview sessions was used for data collection. Data were analyzed using SPSS and ATLAS.ti which included inferential and thematic analysis. A number of 1547 teachers under Compulsory Education in Jiangxi, China were involved as participants. Results indicated that teaching location is significantly related to the socio-demographic condition. Additionally, five challenges reported by rural school teachers include parental involvement, working environment, salary, personal growth, and family environment. Meanwhile, three main strategies used for professional development are educational beliefs, collaboration relationships, and teacher self-training. The outcome of this study would contribute towards effective and feasible measures to stabilize rural teachers, promote educational and social equity, and promote the integration of urban and rural teachers. Findings conclude the importance to explore further and propose the corresponding measures to improve the working and living status of rural teachers.

scholarly journals Rural school vs low learning outcomes

2021 ◽  
Vol 1 (7) ◽  
pp. 59-70
Author(s):  
Andrey A. Kashaev ◽  
Keyword(s):  
Learning Outcomes ◽  
Rural Schools ◽  
Rural School ◽  
Point Of View ◽  
Educational Organizations ◽  
Development Mode ◽  
Educational Organization ◽  
Effective Work ◽  
Organization Level ◽  
Effective Development

The article reflects the regional approaches developed by the author when working with rural schools with low educational results. Special attention is paid to rural schoolsthat are moving into an effective development mode. For rural schools as one of the open self-organizing systems, from the point of view of the synergetic approach, it is necessary to determine the resonant factors that will allow managers of various levels to build effective work. Mentoring is one of these factors that has significant potential. It is considered as an integral part of the regional system, the principles of which apply to the relevant management levels – regional, municipal and educational organization level. This article describes the management model of transferring educational organizations with consistently low educational results to an effective mode, which was finalized in 2020, and which corresponds to system-wide regional approaches and principles, and includes the implementation of mentoring levels. This model describes an original «Strategic system of interaction between the main subjects of mentoring activities in the transition to an effective development mode», which allows us to determine the most important areas of interaction between a rural school that is moving to an effective development mode and a partner school. Special attention is paid to the recommendations that are given at the level of the educational space of the region to schools participating in both regional and federal projects. The described approaches have been used in rural schools in the Ryazan Region since 2020. According to a number of background indicators, all ten rural schools that are switching to an effective development mode have showed positive dynamics.

scholarly journals Prerequisites for continuing education of rural teachers in the history of Russian education at the stage of formation of rural schools and rural teaching

2021 ◽  
Vol 2 (8) ◽  
pp. 106-125
Author(s):  
Zinaida B. Eflova ◽  
Keyword(s):  
Continuing Education ◽  
Rural Schools ◽  
Rural Areas ◽  
Educational Institution ◽  
Theory And Practice ◽  
Teaching Staff ◽  
Lifelong Education ◽  
Science Content ◽  
Continuous Education ◽  
Rural Teachers

The article presents the results of a historical and pedagogical study of the theory and practice of the formation and development of education in rural areas of Russia, in the focus of which there is the continuous education of a rural teacher. The time frame of the analysis is limited to the XIX – early XX centuries, covers the period of the emergence of rural schools as an educational institution and rural teachers as a special category of teaching staff. The analysis revealed: the essential provisions and characteristics of lifelong education in an interpretation adequate to modern pedagogical science; content, methods and forms of continuing education; suggestions of educators, expressed in the form of recommendations as potential for implementation in the present and in the future. The study has found out that the Russian pedagogical heritage includes: stages (preprofessional, professional, postgraduate) and types (formal, non-formal, informal) of lifelong education; the origins of ensuring continuity and consistency between them, integrative and practice-oriented approaches to teacher education. The prerequisites for the network organization of educational space, models of pedagogical institutions and organizations, academic mobility of students and teachers, formats of non-formal and informal continuous education of rural teachers and other harbingers of current trends are fixed.

scholarly journals The Main Approashes for Increasing the Efficiency of the Rural School Network

2018 ◽  
Vol 7 (3.2) ◽  
pp. 686
Author(s):  
Olga Tyshkevych ◽  
Aleksandr Obidniy
Keyword(s):  
Linear Programming ◽  
Secondary Education ◽  
Spatial Structure ◽  
Rural Schools ◽  
Rural Areas ◽  
Rural School ◽  
Rural Settlements ◽  
Promising Direction ◽  
School Services ◽  
School Network

The purpose of the article is to identify the main directions of improvement of the network of institutions of general secondary education in rural areas on the example of Ukraine. The authors developed an algorithm for research, consisting of four stages. During the study, the preconditions for forming a network of rural schools were considered. The following network parameters such as warehouse, spatial structure are found. Based on the analysis of modern socio-pedagogical requirements, the concept of promising organization of school services in rural areas has been developed. It is established that in conditions of rural settlements, it is advisable to form teams for teaching from pupils of different ages (multigrade classes). The authors provided suggestions on the formation of territorial educational districts as a promising direction for improving the network of rural schools. The perspective types of institutions of general secondary education, which are formed on the basis of interagency integration with other objects of cultural and household services of the population, are revealed. To improve the process of designing a network of village schools, the authors developed a methodology for optimizing the network of schools on the basis of linear programming. 

scholarly journals Promoting Teaching in Rural Schools

2006 ◽  
Vol 2 (2) ◽  
Author(s):  
Edwin Ralph
Keyword(s):  
Rural Communities ◽  
Rural Schools ◽  
Rural Areas ◽  
Cooperating Teachers ◽  
College Of Education ◽  
Rural School ◽  
School Divisions ◽  
The Stability ◽  
The University

This study extends previous investigations of interns’ and their cooperating teachers’ views of teaching in rural schools, which were conducted in 1998, 1999, 2000, and 2001. The present paper includes findings from a survey conducted in 2002 of a fifth cohort of interns and their classroom cooperating teachers. It examined the same four items analyzed in the four previous studies (namely: the advantages of teaching in rural areas, the disadvantages of doing so, recommendations about practicum placements for future interns, and advice for these interns), as well as items that also solicited respondents’ views of what the University’s College of Education and the rural school divisions could do to promote both interning and teaching in rural schools. Findings are synthesized and implications are drawn for both the University and the school divisions involved in these studies as well as for other institutions in similar situations—with respect to improving internship and teaching, and to helping promote the stability of rural communities, of which the school is often a key component.

scholarly journals The relationship between efficiency and level of satisfaction on Continuing Professional Development among teachers

2019 ◽  
Vol 4 (22) ◽  
pp. 226-233
Author(s):  
Mohd Jasmy Abd Rahman ◽  
Low Weng Sheng ◽  
Nur Kamariah Ensimau
Keyword(s):  
Professional Development ◽  
Rural Areas ◽  
Continuing Professional Development ◽  
Educational Organizations ◽  
Level Of Satisfaction ◽  
High Satisfaction ◽  
Gender And Age ◽  
Level Of Knowledge ◽  
User Friendly ◽  
The Relationship

The aim of this study was to identify the level of efficiency among teachers in Bachang Zone and their satisfaction towards online Continuing Professional Development (CPD). The survey has been conducted among 181 respondents in Bachang Zone, Malacca in order to identify the relation between teachers' level of knowledge on ICT  and their satisfaction based on gender and ages. The study showed that teacher who has more knowledge in ICT where have a high satisfaction. However, the comparative analysis found that teachers’ efficiency on ICT was varied by gender, not by age. Meanwhile, the level of CPD satisfaction were significant by gender and age. Therefore, this study suggested that various educational organizations should provide teachers with assistance in ICT and improve the training website system to be more user-friendly and the similar conducted in rural areas also mostly welcomed.

scholarly journals Retaining Experienced, Qualified Teachers

2018 ◽  
Vol 28 (2) ◽  
Author(s):  
Jean M. Haar
Keyword(s):  
Professional Development ◽  
Rural Schools ◽  
Administrative Positions ◽  
Story Line ◽  
Rural Teachers ◽  
Principal's Role ◽  
Qualified Teachers

One process for retaining experienced, qualified teachers is to provide them with opportunities to grow professionally (Blasé & Blasé, 2001). The intent of this paper is to provide information about meeting the needs of experienced, qualified rural teachers, especially in the area of professional development. A story line of one rural science teacher’s journey with professional development opportunities and experiences is shared. Her principal’s role is also described. Also included is a comparison between the teacher’s experiences and research about professional development. The paper concludes with recommendations for those involved in rural schools, especially in administrative positions will be shared. The recommendations focus on strengthening professional development opportunities and experiences for teachers.  

Sign in / Sign up

Export Citation Format

Share Document