Teacher education for rural-regional sustainability: changing agendas, challenging futures, chasing chimeras?

Research output: Contribution to journalArticlepeer-review

Abstract

Rural schooling has remained a concern for policy-makers, employers, teacher education providers and schools throughout our recent history. In particular, the allegedly variable quality of teaching and learning in rural Australia is a major concern for teacher educators and educational leaders alike, with the provision of quality services for rural Australians a major equity issue in social as well as political terms. Working from an explicitly situated perspective, this paper explores these issues in relation to a set of current and recent research projects and government reports, with particular reference to a study currently exploring the articulation of teacher education and rural schooling in New South Wales. This is contextualized within a larger agenda of national and environmental sustainability which raises the key issue of social policy and educational priorities as we look forward into a radically uncertain future for teacher education, rural schooling and rural-regional sustainability.
Original languageEnglish
Pages (from-to)255-273
Number of pages19
JournalAsia-Pacific Journal of Teacher Education
Volume32
Issue number3
DOIs
Publication statusPublished - 2004

Fingerprint Dive into the research topics of 'Teacher education for rural-regional sustainability: changing agendas, challenging futures, chasing chimeras?'. Together they form a unique fingerprint.

Cite this