Education In Rural Areas Research Articles

Pengaplikasian permainan kad memori dalam pembelajaran kata nama am konkrit bahasa Kadazandusun [Memory card game in concrete common nouns learning in Kadazandusun language

Pupils from various dialects of Kadazandusun language face problem in identifying nouns in Kadazandusun Language subject in school as the subject taught in Bunduliwan dialect. This situation requires interesting teaching and learning strategies through the use of language games. This study aims to identify the achievement level of concrete common nouns in the Kadazandusun language using memory card games. This is a quasi-experimental quantitative approach. The data collection instruments used include pre-test, post-test and Memory Card Game. This research was conducted in a primary school in Telupid Tongod district, Sabah. A number of 20 pupils in Year Three were chosen through intact group sampling according to their respective classes. The data was analyzed descriptively using mean and percentage. The result showed that Memory Card Game has increased the level of achievement in concrete common nouns among the treatment group compared to the control group with a mean value of 65.20 compared to 26.20. In conclusion, the Memory Card Game increased the mastery level in learning common concrete nouns in the Kadazandusun Language. This study implied that Memory Card Game can be applied by teachers in rural areas as a tool to improve vocabulary mastery in Kadazandusun Language in primary school.

Information and Communication Technology (ICT) Pedagogical Competency of Technology and Livelihood Education (TLE) Teachers in a Non-Urban Public School

Outcomes-based education is practiced in Philippine schools to turn out skilled manpower for the global market. Accordingly, technology teachers are expected to be technically competent in the area assigned to deliver and carry out teaching tasks as, highly qualified teachers produce skilled learners. How well have educational agencies prepared these teachers in rural areas is worth looking into. Thus, this study tried to establish the information and communication technology (ICT) pedagogical competency of Technology and Livelihood Education (TLE) teachers in a non-urban school in the Division of Aklan. Thirty-two TLE teachers were involved as participants, and their ICT pedagogical competency was measured through the standardized questionnaire adopted from the National ICT Competency Standard Framework (NICS) for teachers. From the pretest results, five teachers who obtained basic competency levels were selected as teacher-beneficiaries of the ICT enhancement intervention program. After the intervention, the ICT pedagogical competencies from which teachers were initially found to have basic and intermediate competency levels have improved. Moreover, it was found that there was a significant difference between TLE teachers’ ICT pedagogical competence with teachers’ length of service, number of ICT training attended, and specialization. Given these results, TLE teachers in non-urban public schools in Aklan should be provided with professional development programs to sustain and improve their skills and competencies by effectively using technology in the teaching and learning processes.

Revitalization of Rural Education: A Strategic Study on the Assistance of Famous Teacher Studios in Cultivating High Literacy Teachers in Rural Areas

Revitalization of Rural Education: A Strategic Study on the Assistance of Famous Teacher Studios in Cultivating High Literacy Teachers in Rural Areas

Why rural teachers are in a poor working state: Double marginalization causes a lack of career identity and hope

Professional development for rural teachers is currently encountering numerous challenges, leading to poor working conditions characterized by a lack of hope. This condition affects not only the quality of rural education but also the physical and mental well-being and work efficiency of rural teachers themselves. To explore why rural teachers experience poor working conditions, 101 of them were surveyed using a questionnaire that covered double marginalization, teacher career identity, and dispositional hope, and the results show the following. 1) Rural teachers’ poor work conditions are associated most strongly with double marginalization. 2) Career identity is an important mediating variable of double marginalization and hope for rural teachers. 3) The double marginalization faced by male teachers in rural areas compared to their female counterparts significantly amplifies the lack of hope. 4) Particularly pronounced is the lack of hope resulting from the double marginalization of rural teachers with less than 15 years of experience when compared to those with careers of 26 or more years. Building on these findings, interventions are proposed in three key areas: (i) reducing the double marginalization of rural teachers, (ii) strengthening career identity, and (iii) enhancing hope. These interventions offer feasible pathways tailored to the needs of educational administrators, teacher development departments, rural schools, and rural teachers themselves.

Teacher identity ambiguity and where to find it? A narrative inquiry of ELT teachers in rural areas

Commitment and efficiency of teachers are supposed to closely link with the perception of their own identity, which determine their working motivation and job satisfaction. The past few years have seen many teachers, particularly those in less developing regions, leaving their profession due to low pay regardless of affluent nations, such as the United States and the United Kingdom, or developing countries like Vietnam. In fact, the problem could only be addressed when the root cause is revealed. Using the narrative inquiry approach with semi-structured interviews and researchers’ voice on eight English teachers, this study positions and examines the identity of rural language teachers in various intertwined interactions at personal and societal discourses. Research results unveiled the dominance of external factors in shaping and shifting teacher identity, including students, policies, school leadership and socio-cultural systems. Also, personal identity was more likely to be suppressed while professional identity was vaguely expressed. A comprehensive understanding of teacher identity would give policymakers and teacher educators some justification to revisit current policies and teacher training programs by taking into account individual identities, experiences, and concerns of rural teachers.

Digital empowerment of rural teachers: towards an innovative pedagogy in the 21st century

This study focuses on the digital empowerment of teachers in rural areas of Colombia, a region where less than 40% of schools have broadband internet access. In the context of the COVID-19 pandemic, which has significantly exacerbated the digital divide, we propose the innovative Digital Empowerment Model for Rural Teachers (MCDDR). This model is based on a rigorous systematic literature review that identifies and synthesizes successful educational practices adapted to similar contexts. The MCDDR is specially designed to be flexible and adaptable to local needs, seeking to promote a profound pedagogical transformation through the effective integration of information and communication technologies (ICT). Based on the successful practices identified, the model has a strong potential to revolutionize education in rural Colombia. Its strategic implementation is expected not only to effectively address the educational digital divide, but also to substantially improve the quality and equity of education in these areas. By anticipating the positive impacts of the MCDDR, the study underscores the urgent need for policies that support the implementation of innovative digital solutions in rural education, which could guarantee equitable access to educational opportunities in the contemporary digital era.

The Tracing Investigation on Training Quality of Government-sponsored Primary English Education Graduates under the Perspective of Outcome-Based Education (OBE) ——Taking the Graduates of 2011 of Heyuan Polytechnic as an Example

In order to gain a deeper understanding of their career development since graduation, this study conducted interviews with the government-sponsored graduates of 2011,which mainly centred around their fundamental motivations for teaching in rural areas, their self-growth and professional development trajectories, future career development directions and planning, teaching effect and influential social contributions, etc. The results show that talents training objectives for primary English education major is highly achieved ;government-sponsored graduates are firmly dedicated to teaching in rural areas;they have a strong drive for professional development, and the talents training mode of government-sponsored graduates has obtained good results; Accordingly, suggestions were proposed to optimize the talents training of primary English education based on outcome-based education.

Teachers’ Perceptions, Attitudes and Competency on Internet, Communication, and Technology Integration in the EFL Classroom in Indonesia

<p style="text-align:justify">This study sheds light on perceptions and attitudes toward obtaining competency of English teachers at Senior High Schools regarding the integration of Internet, communication, and technology (ICT) in the English classroom in Indonesia. The research involved 113 English teachers from 11 different sub-districts in Riau Province-Indonesia, and data were collected through online questionnaires utilizing Google Forms. Quantitative data were analyzed using SPSS 24.0, while qualitative data were analyzed using a three-stage analysis involving data reduction, data display, and verification. The study’s findings revealed positive perceptions and favorable attitudes toward the integration of ICT in EFL classrooms. Importantly, EFL teachers’ competency in ICT significantly influenced their teaching performance. Qualitative insights highlighted obstacles faced by English teachers, such as limited internet networking and inadequate facilities, impacting their experiences due to the absence of ICT training and socialization from schools. Based on the findings, there is an urgent need to address challenges faced by teachers in rural areas, emphasizing the pivotal role of ICT for effective teaching and learning in EFL classrooms.</p>

Multigrade Teachers in Rural Areas: Thoughts to Ponder

Multigrade teaching, involving a single teacher instructing students from multiple grade levels in a single classroom, is a prevalent approach in rural education. This study delved into the lived experiences of multigrade teachers, aiming to provide a comprehensive understanding of the challenges they encounter, how they cope, and the insights derived from their unique pedagogical environment. Utilizing a qualitative research design, in-depth interviews were conducted with multigrade teachers from diverse rural areas. The participants shared their experiences, shedding light on challenges related to time constraints, limited resources, diverse academic levels, and cultural diversity. Coping mechanisms such as collaborative learning, resource- sharing, flexibility, and continuous professional development were explored. The study identified common challenges faced by multigrade teachers, including time constraints due to instructional demands, limited educational resources, varied academic levels, and cultural diversity. Coping strategies involved collaborative learning, resource-sharing, flexibility, and a commitment to continuous professional development. The findings emphasize the need for tailored support from education officials and administrators to enhance teacher training and resource provision. Collaborative learning emerges as a powerful tool for addressing diverse academic levels and fostering a positive learning environment.

Navigating linguacultures through fanfiction: unveiling opportunities and challenges in the Chilean EFL school context

Recently, fanfiction has gained attention in the field of computer-assisted language learning (CALL) as it provides space for language practice to facilitate genre-based writing and literacy development. However, there is limited research on using fanfiction as a pedagogical tool to encourage both language and culture learning in diverse foreign language (FL) school contexts. To address this gap, this article presents a pedagogical innovation that aligns fanfiction with a linguacultural (LC) framework to involve students in collaborative, technology-enhanced LC learning. The study involved 15 EFL school teachers in Chile who participated in a workshop on LC-based fanfiction project design. Data collected included teachers’ project plans and reflective journals. Analysis of teachers’ project plans identified creative opportunities for bi-linguacultural practice, online exchange, and identity reflection. Triangulation with teachers’ reflective journals revealed the benefits of fanfiction for enhancing student engagement, language creativity, cultural awareness, and use of information communication technologies (ICTs). However, challenges were identified, ranging from student-related issues to the complexities of remote teaching in rural areas. This study emphasizes the significance of exploring pedagogical innovations in diverse FL contexts, to identify and challenge the contextualized barriers hindering successful integration of language, culture, and technology in the classroom.

The Appeals, Dilemmas, and Pathways of Enabling Rural Teachers’ Professional Development Through Emerging Technologies

With the rapid advancements in technology, especially in digitalization and intelligence, numerous modern technologies have poured into rural schools, effectively improving their informatization conditions. Nevertheless, these technologies remain detached from rural teachers, failing to significantly enhance the quality of education and teaching in rural areas. Rural education is a crucial aspect of ensuring balanced development in education. The question of how to enhance rural teachers’ technological application abilities and fully leverage the positive role of technology in rural education and teaching has become a significant topic of current research on rural education issues. To better address this question, this study conducted a thorough examination of the specific appeals of rural teachers in the process of technology enablement. It was discovered that rural teachers generally face dilemmas such as insufficient technological application abilities, difficulties in obtaining quality teaching resources, and the lack of continuous technical support and update mechanisms. Based on these findings, specific pathways such as strengthening rural teacher training, optimizing the allocation of educational resources, and establishing mechanisms for continuous technical support and updates are proposed to aid in the high-quality development of rural education.

Blended Learning as a Strategy to Improve Sustainability and Equity for Professional Development of Rural Teachers

Abstract Teachers in rural areas should receive equal support and professional development training as those in urban areas. It is a strategy to promote education equity for the students in the former area. This study takes the learning experience and teaching practice experience of rural teachers who participated in the Rural Teacher Replacement Training Program (RTRTP) in Guangdong Province, China, as a case. Seventeen rural teachers who participated in the blended training program were chosen as a research sample. The effect of blended training was evaluated at four levels: participants’ reaction, participants’ learning, behavior, and learning results. A model of influencing factors for rural teachers’ blended training was developed. The results showed that rural teachers’ overall satisfaction with the blended training program was relatively high. Teachers reported a greater increase in knowledge skills, but the translation into practical knowledge and the impact on the organization was not as high as expected. Four dimensions and 14 main categories influence the blended training effect of rural teachers. This study provides a reference for improving the efficiency of rural teacher blended training, especially for promoting the teaching practice after teacher training.

The influence of professional identity and occupational well-being on retention intention of rural teachers in China

Rural teachers are fundamental to rural education. Currently, the high turnover rate of rural teachers is a bottleneck that restricts the improvement of rural education quality. However, most existing studies focus on why rural teachers cannot stay but do not pay enough attention to the reasons for them to stay. Therefore, from the perspective of retention, this study breaks through the limitations of teacher stability represented by teacher turnover in the past and further enriches the theoretical understanding of rural teacher retention. This study adopts a questionnaire survey of 588 rural teachers in Yulin City, Shaanxi province, China. It found that the overall retention intention (emotional retention and interest retention) of rural teachers was not very strong, and it shows statistically significant differences in terms of age, address on their ID card, marital status, educational level, years of teaching in rural areas, and the type of house they currently live in. The following three strategies are proposed in the hope of stabilizing the rural teacher team: (i) Focus on key groups and accurately meet the real needs of rural teachers, (ii) Strengthen professional identity to improve benefit retention intention, and (iii) Promote occupational happiness to further enhance the emotional retention intention of rural school teachers.

Main Causes and Corresponding Strategies of “Dumb English” Phenomenon among Secondary School Students in Mainland China: A Review of Relevant Research Findings

This paper reviews selected literature published since 2000 to explore the increasing concern among scholars and educators in Mainland China, regarding the phenomenon of “dumb English” among secondary school students. Existing research primarily analyses the main causes of “dumb English” from the perspectives of deficiencies in English teaching in rural areas, the absence of native language culture in English instruction, deviations in students’ focus during oral English training, and psychological factors, etc. Corresponding strategies have been proposed to address these issues. Future research could focus on adjusting and optimizing the traditional English teaching models and evaluation systems in secondary school classrooms.

Study on the Optimization Strategies of English Graded Reading in Rural Junior High Schools

Abstract: In order to better improve the reading ability of rural students and promote the development of junior high school English in rural areas, this paper describes the importance of graded reading in English teaching in rural areas, and tries to analyze the problems and deficiencies in junior high school English reading teaching from the perspectives of students, teachers and society. The main problems are that rural students lack a correct understanding of English learning, teachers lack graded reading teaching skills, and the teaching facilities in rural schools are poor. Based on this, this paper suggests that students should change their perceptions of English learning psychologically, teachers should master the skills of English graded reading and schools should provide a good English reading environment. This study finds that in rural English reading teaching, teachers need to take into account the cognitive ability of rural middle school students, the awareness of multi-level reading teaching and the teaching facilities of rural middle school. On the basis of teachers􀆳 awareness of multi-level reading teaching, reading materials suitable for students􀆳 multi-level reading are selected and the existing teaching reading materials and teaching facilities are used to pay attention to students􀆳 subjective initiative in class and extracurricular reading and stimulate students􀆳 interest in reading, so as to promote the gradual improvement of students􀆳 reading ability.

Impact Of Preschool Education Financial Expenditures on The Number of Full-Time Preprimary Teachers in Rural Regions--An Analysis Based on Chinese Provincial Panel Data, 2012-2021

Education is an essential problem concerning the whole society, creating citizens with well-educated is the foundation of a good country. Financial expenditure on education is the basic supplement and support of advanced education. However, preschool education has lower attention compared to other seminars. There is a certain gap in allocation. Therefore, the focus of this study is on how education spending affects the number of rural kindergarten teachers, using the quantitative analysis method, from the Economy Prediction System (EPS) database to collect the corresponding panel data of China's provinces during the decade 2012-2021 to analyze and hypothesize, and finally concludes as follows. The amount of kindergarten full-time teachers in rural areas is obviously and positively related to the total investment in preprimary education, and this relationship is more significant in the western region. The study also found that among the items of financial expenditures on preschool education. Spending on products and services, as opposed to pay, benefits, and assistance for individuals and families, had a greater impact on the amount of kindergartens full-time teachers in rural areas. Through the path analysis in the study, we can know that the educational financial expenditure can increase the number of full-time kindergarten teachers in rural areas by increasing the number of kindergartens and students.

An Analysis of the Recreational Preferences of School Teachers in Rural Areas of South Africa: The Case of Gender Differences

An Analysis of the Recreational Preferences of School Teachers in Rural Areas of South Africa: The Case of Gender Differences

Support system for village teachers’ professional development

AbstractIn the proposed work, studies of supporting rural teachers were analysed and the main directions of professional self‐development of a village teacher were identified. The program aims to assist village teachers in professional self‐development. A program to support the self‐development of rural teachers was proposed, which was experimentally tested on 246 teachers in primary and secondary schools in Hebei and Shandong provinces (China). The results of the application of the program were determined using a survey to identify the development of various components of the professional development of teachers themselves. The objective results of an increase in the academic success of students were also checked. These data show the effectiveness of the program we have developed in improving all components of the professional development of teachers and the possibility of its application to a large audience of teachers in rural areas. The practical significance of this work is the possibility of applying the proposed system of support for the self‐development of teachers. The practical application of the study is to further develop and actualize the issue of the connection between the academic and professional performance of students in schools and the level of creative thinking of teachers in rural areas.

Research on the Educational Dilemmas of Teachers in Rural Areas of the Lisu Autonomous Prefecture of Liangshan and Optimization Strategies

Research on the Educational Dilemmas of Teachers in Rural Areas of the Lisu Autonomous Prefecture of Liangshan and Optimization Strategies

Challenges of Online Teaching in Rural Area: What Have They Learned for Teacher Development?

This study explored the perceived challenges of online learning encountered by teachers in rural areas. The students and teachers in rural areas often need more facilities and expertise to implement online education. This research's primary purpose is to examine the teacher's challenges and the impact of online learning on teachers' development in rural areas. Qualitative descriptive research is used as a research design to explore phenomena. Data were collected through interviews and participant observation and then analyzed using the data analysis thematic analysis (Creswell Poth, 2018). The findings show that the teachers used technology to ensure the continuity of online learning. However, inadequate infrastructures, internet connections, and poor digital skills become the central problems in online learning. Thus, all stakeholders, such as teachers, students, parents, and the government, must adopt technology and improve their digital skills. Moreover, for the development of teachers, workshops, webinars, and so on are needed to facilitate, increase and enable teachers to make competent use of online learning as the teachers develop learning strategies in online education during Covid-19 and beyond. Keywords: Teacher professional development, online learning, teacher development