Enacting the national curriculum in a rural elementary school: A qualitative study of a beginning language teacher’s experiences
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Tarih
2015
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Ankara University
Erişim Hakkı
info:eu-repo/semantics/closedAccess
Özet
This study explored how experiences in a rural setting shaped a beginning language teacher's identity and practices. The data were gathered through semi-structured interviews, observations, and open-ended questions. The interpretive analysis revealed four elements regarding becoming successful in teaching; appreciation of rural life, passion for rural teaching, aspiration for teaching profession, and readiness for teaching. We found that the stakeholders in this rural elementary school acknowledged the importance of high quality in language education in general terms. But, our analysis also revealed that, in this setting, foreign language education was not situated as an area with a very high level of importance within the curriculum by the participants. Overall, the results explicate the rural challenges that a beginning teacher encountered while enacting the national curriculum. © 2015 Ankara University. All rights reserved.
Açıklama
Anahtar Kelimeler
Beginning teacher, Curriculum, Elementary school, English language education, Rural
Kaynak
Elementary Education Online
WoS Q Değeri
Scopus Q Değeri
N/A
Cilt
14
Sayı
1
