Emergent Bilinguals in Rural Schools

This chapter explores rural teacher attitudes towards emergent bilinguals at the secondary level before, during, and after translanguaging professional development. Within the current political climate, accountability measures and assessment training affect teacher perceptions of second language acquisition and add to the deficit perspective. Juxtaposed with the accountability climate are the benefits of rurality and teachers who value the funds of knowledge these linguistically and culturally diverse students possess. Through a mixed methods study using qualitative and quantitative survey data, the authors examined the effects of translanguaging pedagogy on an English-only school district. The translanguaging strategies used in English language arts and reading classrooms showed potential to improve standardized English assessment scores by shifting the monolingual ideology of the teacher participants to a multilingual stance. The results of this study could revise current perceptions and pedagogy for emergent bilinguals.

The Social Functions of a rural Teacher (on the Example of the Altai Territory and the Altai Republic)

This article aims to evaluate the social duties of rural teachers, and is linked to an attempt to identify internal non-economic resources to help solve pressing issues associated with village life (including the problems of alienation of fellow villagers, the spread of alcoholism, unemployment, etc.). We set out to test the hypothesis that a rural teacher serves as an active participant in village life. This work is based on the methodological resources of village sociology, sociology of education, as well as approaches formed within the framework of problems associated with social well-being and quality of life. The results obtained from a study based on a semi-structured interview conducted in rural areas of the Altai Territory and the Altai Republic (N = 124) allowed for determining both the social functions of teachers and how they’re linked to the specifics of the profession. In addition the article analyzes the role of the village teacher in ensuring the resilience of the villagers. Resilience has been found to be associated with values and norms rooted in village areas (family, health, work, etc.), and often the village teacher is involved in preserving these values and norms. They provide support and assistance in solving a specific social problem (raising children, overcoming difficult life situations, socializing adults and children, etc.). The issue of active participation of teachers in the integration of the village community is also raised. We were able to identify which activities initiated by the village teacher are aimed at consolidating the villagers and their participation in the diverse life of their native village. All participants of the study stated that the integration of the village community is a necessity in this day and age. Such a function of teachers as interacting with authorities and public organizations was also identified. The example of the Altai Territory and the Altai Republic shows that village teachers as a professional group actively participate in solving the village’s problems, acquiring the status of a defender of the village.

RURAL TEACHER SERAFIMA KILINA: RECONSTRUCTION OF THE BIOGRAPHY OF "THE DEPRIVED WOMAN" OF THE 1930S.

The article is devoted to the analysis of the social situation of disenfranchised citizens. The object of the study is an ordinary citizen of the USSR: a former rural teacher and the wife of a priest Serafima Aleksandrovna Kilina (born in 1888), the subject of the article is the reconstruction of her biography. The methodological basis of the research is the anthropological approach and the synthesis of macro- and micro-history. The main source of the study is the personal file of a citizen who filed a petition before the election commission to restore their electoral rights. The personal file is a complex and multi-component source, which contains documents reflecting the quasi-judicial procedure for considering the applicant's appeal, as well as necessary and sufficient materials for making a decision, received at the initiative of the applicant or members of the election commission. The source base is supplemented by legal acts regulating the deprivation and restoration of voting rights. Materials of S. A. Kilina's personal file contain significant factual data that allow us to reconstruct her biography; they describe the bureaucratic procedures figuratively and in detail; they contain fragments of direct speech of the participants of the events, which makes this historical source very valuable. S. A. Kilina's biography includes both typical and unique facts that allow us to expand our understanding of the procedure for disenfranchisement and employment practices in early Soviet society. The fate of the citizen in the transition era allows us to reflect the process of social construction of the "new person", which, contrary to the declared goals, not only provoked downward social mobility and negative social selection, but could have more tragic consequences.

Historical Experience and Contemporary Reflection of the Supply Side Reform of Rural Teacher Training in China

The supply-side reform of rural teachers’ teaching is not only a realistic problem but also a historical problem. Based on the historical analysis framework of teachers’ training, the thesis conducted the historical reflection and interpretative analysis of the top-down practice of the supply-side reform during the Rural Teacher Education Movement in China. According to the supply-side reform on rural teacher training, there exist problems such as city-oriented supply structure, disconnected supply system, and upper-dominant supply management. Therefore, it is suggested to getting rid of the homogeneous supply structure, breaking the enclosed supply system, and improving the educational governance paths such as the centralized supply management. Furthermore, the supply-side reform practice of the Rural Teacher Education Movement can provide historical reflection and enlightenment for supply-side reform of rural teacher training, teacher education revitalization and intensive development, and governance modernization in the Post-poverty Alleviation Era.

PERFORMANCE OF TEACHERS EDUCATORS DURING ADE PRACTICUM IN URBAN AND RURAL TEACHER EDUCATION INSTITUTES OF SINDH

Teaching practicum is an essential component of teacher education program. It helps to modify the behaviors of student teachers. The study focused on urban and rural teacher educators’ skills, professional competencies, and teaching methods. The scope of the study was limited to ADE practicum in teacher Education Institutes of Sindh. The objective of the study was to analyze the performance of Teachers Educators during practicum. Intensive literature review was done. The strategy of research was quantitative. The population of study was 427 teacher educators. Stratified random sampling design was used to draw a sample of 300. Hypotheses were analyzed statistically, and it was found that the difference of performance based on location of the teacher educator’s institute. The professional competence and methods employed to achieve the goals of teaching are same among all teacher educators. Based on findings concrete recommendations were made. Administration should arrange the refresher courses for teacher’s educators, adequate training and designing of skill practice session. The outcomes of the finding enhance the professional competency of the teacher educators and effectiveness to ADE practicum process.

Teacher education in Pará’s Amazonia: a relationship with Rural Education

The purpose of this article is to problematize the historical process associated with basic teacher training for Rural Education in the Amazonia with the state of Pará. It also aims produce reflections regarding the challenges of such formative processes in the sight of the homogenous model of training provided by the Brazilian government by means of educational policies and the demands from the local and regional realities in Para´s Amazonia. The study was conducted by means of bibliographical and documental review and interviews. Conclusion is that the role played by the university is urgent and necessary towards rural teacher education as well as to reflect on the emergency nature of the policies intended for in-service teacher training.