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“Becoming” Teacher Education Researchers in Diverse Rural Communities

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Book cover Self-studies in Rural Teacher Education

Part of the book series: Self-Study of Teaching and Teacher Education Practices ((STEP,volume 14))

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Abstract

Rural research practice is the focus of a project exploring how two teacher education researchers prepare to partner with ethnically diverse rural school communities in Australia. Through critical conversations and engagement with the literature, the authors unpack their own located identities cultural and academic – and reflect on “becoming” rural teacher education researchers. They explore the ways in which professional identity, worldviews, and location influence their engagement with rural school communities and how this in turn influences their contribution to teacher education. In this work new understanding is considered as an important part of self-study requiring collaboration with others. The authors examine their attempt to deepen their awareness of what has influenced their own worldviews and informed their understanding of what constitutes ethical practice in teacher education research.

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Authors and Affiliations

  1. Faculty of Arts and Education, Centre for Research Education Futures and Innovation, Deakin University, Waurn Ponds, VIC, Australia

    Jodie Kline & Sri Soejatminah

Authors
  1. Jodie Kline
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  2. Sri Soejatminah
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Correspondence to Jodie Kline .

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Editors and Affiliations

  1. School of Education, California State University, Chico, California, USA

    Ann K. Schulte

  2. School of Education, Deakin University, Warrnambool, Victoria, Australia

    Bernadette Walker-Gibbs

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Kline, J., Soejatminah, S. (2016). “Becoming” Teacher Education Researchers in Diverse Rural Communities. In: Schulte, A., Walker-Gibbs, B. (eds) Self-studies in Rural Teacher Education. Self-Study of Teaching and Teacher Education Practices, vol 14. Springer, Cham. https://doi.org/10.1007/978-3-319-17488-4_9

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  • DOI: https://doi.org/10.1007/978-3-319-17488-4_9

  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-17487-7

  • Online ISBN: 978-3-319-17488-4

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