Rural and Urban Teaching Experiences: Narrative Expressions

Authors

  • Jane P. Preston University of Saskatchewan

DOI:

https://doi.org/10.11575/ajer.v58i1.55556

Keywords:

rural teaching experience, urban teaching experience, narrative inquiry, composite stories, CHAT

Abstract

This qualitative exploration of rural and urban teaching experiences encapsulates the experiences of 8 Western Canadian teachers. A literature review outlines the benefits and challenges of rural and urban education. Stemming from narrative inquiry data, I present the study’s results in the form of two composite stories, which depict the lived experiences particular to rural and urban teachers. Overarching themes emanating from these stories show that rural schools nurture close teacher-student-community relationships, while urban schools serve a larger, culturally-diverse student populace. Theoretical aspects of the study include the notion that teacher identity is influenced by one’s rural and urban background. I suggest that through teacher mentorships programs and forms of professional development, teachers be supplied time to reflect on how their past rural and urban life experiences affect their present teaching attitudes and behaviors.  

Cette exploration qualitative portant sur les expériences rurales et urbaines résume les expériences de huit enseignants dans l’Ouest canadien. Une analyse de la littérature dresse les grandes lignes en matière d'avantages et de défis liés à l’éducation en  milieu rural et en milieu urbain. Puisant dans des données découlant de données d'enquêtes narratives, je présente les résultats de l’étude sous forme de deux histoires composites illustrant les expériences particulières d’enseignants en milieu rural et en milieu urbain. Des thèmes fondamentaux en ressortent et indiquent que les écoles rurales encouragent des liens serrés entre les élèves et la communauté alors que les écoles urbaines desservent une population estudiantine plus grande et diverse sur le plan culturel. Parmi les aspects théoriques de l’étude notons l’idée selon laquelle l’identité des enseignants est influencée par leurs antécédents ruraux et urbains. Je propose qu’on offre aux enseignants le temps de réfléchir sur l’impact qu'aurait leur vécu en milieu rural ou urbain sur leurs attitudes et comportements en salle de classe et qu'on le fasse par le biais de programmes de mentorat et de développement professionnel.

Author Biography

Jane P. Preston, University of Saskatchewan

Jane P. Preston is a Research Analyst for the College of Education, University of Saskatchewan. Jane taught in Kindergarten to Grade 12 classroom settings for a number of years, after which she received an M.Ed. (Curriculum Studies) and Ph.D. (Educational Administration) from the University of Saskatchewan. Jane's research interests include community viability, Aboriginal issues, and rural and urban education. She frequently uses qualitative methodologies and narrative inquiry within her research.

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How to Cite

Preston, J. P. (2012). Rural and Urban Teaching Experiences: Narrative Expressions. Alberta Journal of Educational Research, 58(1), 41–57. https://doi.org/10.11575/ajer.v58i1.55556

Issue

Vol. 58 No. 1 (2012): Spring

Section

ARTICLES

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