Research Article
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Year 2022, Volume: 11 Issue: 3, 293 - 308, 31.12.2022

Abstract

References

  • Alloway, N. & Dalley-Trim, L. (2009). ‘High and dry’ in rural Australia: Obstacles to student aspirations and expectations, Rural Society 19(1), 49–59. https://doi.org/10.5172/rsj.351.19.1.49
  • Badashkeev M., Buskinova M. (2021). Personal problems of younger school students in conditions rural school. Science and innovation 2021: development directions and priorities. Vol. II, Melbourne (p. 103 – 105)
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman & Co.
  • Bell, S. & Pirtle, S. (2012). Transforming low-performing rural schools. Texas Comprehensive Center Briefing Paper 10.
  • Çimen, İ. (2021). Struggling to Teach Disadvantaged Students: The Role of Pre-service Education in Turkey. Journal of Teacher Education and Educators, 10 (3), 315-340
  • Darling-Hammond, L. & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute.
  • Ebersöhn, L., & Ferreira, R. (2012). Rurality and resilience in education: place-based partnerships and agency to moderate time and space constraints. Perspectives in Education, 30, 30-42.
  • Eppley, K. (2015). "Hey, I saw your grandparents at Walmart": Teacher education for rural schools and communities. The Teacher Educator, 50(1), 67–86. https://doi.org/10.1080/08878730.2014.975061
  • European Commission (2013). Education and Training, Supporting teacher competence development for better learning outcomes. Retrieved from: https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf
  • Gemici, S., Lim, P. & Karmel, T. (2013). The impact of schools on young people’s transition to university, Longitudinal Surveys of Australian Youth Research Report 61, NCVER. http://www.lsay.edu.au/publications/2541.html
  • Gonzalez, N., Moll, L. C. and Amanti, C. (2005). Funds of knowledge. Routledge
  • Goodnough, K., & Mulcahy, D. (2011). Developing teacher candidate identity in the context of a rural internship. Teaching Education, 22(2), 199–216. https://doi.org/10.1080/10476210.2010.539680
  • Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
  • Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961–968. https://doi.org/10.1016/j.tate.2011.03.008
  • Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realising the potential of school-based teacher education. Open University Press.
  • Halsey, R. (2005). Pre-service country teaching in Australia: What’s happening, what needs to happen? Rural Education Forum Australia
  • Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hattie, J. A. C. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia. Retrieved from http://research.acer.edu.au/research_conference_2003/4/.
  • Hempel, S. (2020). Conducting your literature review. American Psychological Association.
  • Hoy, A. W. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
  • Howley, A., Wood, L & Hough, B. (2011). Rural elementary school teachers’ technology integration. Journal of Research in Rural Education 26(9), 1–18.
  • Jenkins, K., & Reitano, P. (2015). Teaching Principals’ Stories. In L. Graham & J. Miller (Eds), Bush tracks: The opportunities and challenges of rural teaching and leadership, (pp. 119–134). Sense Publishers
  • Johnson, W., Osterholm, K., & Horn, M. (2006). Finders keepers: Recruiting and retaining teachers in rural schools. National Forum of Teacher Educational Journal, 16(3), 1–11.
  • Kaden, U., Patterson, P. P., Healy, J. & Adams, B. L. (2016). Stemming the revolving door: Teacher retention and attrition in Arctic Alaska schools. Global Education Review, 3(1), 129–147.
  • Karlberg-Granlund, G. (2019). Exploring the challenge of working in a small school and community: Uncovering hidden tensions. Journal of Rural Studies, 72, 293–305. https://doi.org/10.1016/j.jrurstud.2019.10.017
  • Kleinsasser, R. C. (2014). Teacher efficacy in teaching and teacher education. Teaching and Teacher Education, 44, 168–179. https://doi.org/10.1016/j.tate.2014.07.007
  • Knapp, C. (2005). The "I-thou" relationship, place-based education and Aldo Leopold. The Journal of Environmental Education, 27(3), 277–285. Knoblauch, D., & Hoy, A. W. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166–179.
  • Knoblauch, D., & Chase, M. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104-114.
  • Lazarenko I. R. & Shamarina, E. V. (2019). Training of pedagogical staff for rural underfilled school. International Journal of Learning and Change, 11(1), 78–90.
  • Lloyd, L. (2002). Multiage classes: What research tells us about their suitability for rural schools’, Education in Rural Australia, 12(2), 1–14.
  • Lukina A. K., Peterson I. R., & Romanuk T. M. (2010). Peculiarities of educational need of rural school teachers. Journal of Siberian Federal University. Humanities and Social Sciences, 5(3), 785–793.
  • Martusewicz, R., Edmundson, J., & Lupinacci, J. (2015). EcoJustice education. Toward diverse, democratic, and sustainable communities. Routledge.
  • Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795–833. https://doi.org/10.1007/s10648-016-9378-y.
  • Nasibulov, R. R, Korshunova O. V. & Arshabekov, N. R. (2016). Rural school as a resource for the intellectual and labour potential formation of the rural society. International Journal of Environmental and Science Education, 11(3), 119–128. Neustroev, N. D., Neustroeva, A. N., Shergina, T.A., Marfusalova, V.P., Okonechnikova, N. V., Borisova, T. M. & Sidorova, E. E. (2016). Training a tutor at college for an underfilled and nomad school of the North and East of Russia: Contents and specifics. Indian Journal of Science and Technology, 9(11), 1–8. Nogovitsin, V.P., Neustroev, N.D., Nikiforova, E.P., Neustroeva, A.N. & Savvin, A.S. (2018). School education harmonization based on natural and cultural conformity in the Russian North and the Arctic region. Espacious, 39(43).
  • OECD (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. OECD publications. Retrieved from: http://www.oecd.org/edu/teacherpolicy.
  • Page, J. (2006). Teaching in rural and remote schools: Pedagogies of place and their implications for pre-service teacher preparation. Education in Rural Australia, 16(1), 50–51.
  • Panizzon, D. & Pegg, J. (2007). Chasms in student achievement: Exploring the rural-metropolitan divide, Education in Rural Australia, 17(2), 3–20.
  • Pegg, J. & Panizzon, D. (2011). Collaborative innovations with rural and regional secondary teachers: Enhancing student learning in mathematics, Mathematics Education Research Journal 23(2), 149–167. Reagan, E.M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T. & Fornauf, B. S. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80(1), 83–93.
  • Redding, S., & Walberg, H. J. (2012). Promoting learning in rural schools. Center on Innovation & Improvement.
  • Ronfeldt, M. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness. Educational Evaluation and Policy Analysts, 34(1), 3–26.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
  • Schafft, K. A., & Jackson, A. Y. (2010). Introduction: Rural education and community in the twenty-first century. In K. A. Schafft, & A. Y. Jackson (Eds.), Rural education for the twenty-first century (pp. 1–13). The Pennsylvania State University Press.
  • Schunk, D. & Ertmer, P. (2000). Self-efficacy and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts (ed.), Handbook of self-regulation. Academic Press.
  • Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27, 136-146.
  • Sheffield, R., Blackley, S., & Moro, P. (2018). A professional learning model supporting teachers to integrate digital technologies. Issues in Educational Research, 28(2), 487–510. http://www.iier.org.au/iier28/sheffield.pdf.
  • Smith, G. A. (2002). Place-Based Education: Learning to be where we are. Phi Delta Kappan, 83(8), 584–594.
  • Suri, H. (2014). Towards methodologically inclusive research syntheses. Expanding possibilities. Routledge.
  • Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063 Suri, H. & Clarke, D. J. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395–430
  • Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751–761. https://doi.org/10.1016/j.tate.2010.12.005
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
  • Twomey, L. (2008). If you think education is expensive, Department of Education and Training, Perth, Australia.
  • Walker-Gibbs, B., Ludecke, M., & Kline, J. (2018). Pedagogy of the rural as a lens for understanding beginning teachers’ identity and positionings in rural schools. Pedagogy, Culture & Society, 26(2), 301-314.
  • Williams, J., & Nierengarten, G. (2011). Recommendations from the North Star state: Rural administrators speak out. Rural Educator, 33(1), 15–24.
  • Witten, K., McCreanor T., Kearns R., & Ramasubramanian, L. (2001). The impacts of school closure on neighbourhood social cohesion: Narratives from Invercargill, New Zealand. Health Place, 7(4), 307–317.
  • Woodhouse, J. & Knapp, C. (2000). Place-based curriculum and outdoor and environmental education approaches. ERIC Digest.
  • Wyatt, M. (2015). Language teacher motivation. The Teacher Trainer, 29(2), 7–9.
  • Zambo, R., & Zambo, D. (2008). The impact of professional development in mathematics on teachers' individual and collective efficacy: The stigma of underperforming. Teacher Education Quarterly, 35(1), 159–168.
  • Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. doi:10.3102/0034654315626801
  • Zigo, D. (2001). Addressing rural teachers' authentic needs by contextualizing graduate teacher education. Action in Teacher Education, 23(1), 1–11, DOI: 10.1080/01626620.2001.10463049.

Development of Teacher Self-Efficacy for Teaching in Rural Schools in The Circumpolar North: Lessons for Teacher Education

Year 2022, Volume: 11 Issue: 3, 293 - 308, 31.12.2022

Abstract

Teachers across the circumpolar north often share similar experiences working in small communities in remote areas with distinctive cultures and livelihoods. However, teacher education programmes tend to be universal, ignoring an ecological understanding of teaching. This paper describes the findings from a desktop study investigating the specific demands made of teachers working in rural schools and the implications for teacher education in supporting them to develop the necessary self-efficacy for this role. The results indicate that attention to specific teaching and teacher competences is required but that this must be undertaken with an awareness of the importance of place-based education.

References

  • Alloway, N. & Dalley-Trim, L. (2009). ‘High and dry’ in rural Australia: Obstacles to student aspirations and expectations, Rural Society 19(1), 49–59. https://doi.org/10.5172/rsj.351.19.1.49
  • Badashkeev M., Buskinova M. (2021). Personal problems of younger school students in conditions rural school. Science and innovation 2021: development directions and priorities. Vol. II, Melbourne (p. 103 – 105)
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman & Co.
  • Bell, S. & Pirtle, S. (2012). Transforming low-performing rural schools. Texas Comprehensive Center Briefing Paper 10.
  • Çimen, İ. (2021). Struggling to Teach Disadvantaged Students: The Role of Pre-service Education in Turkey. Journal of Teacher Education and Educators, 10 (3), 315-340
  • Darling-Hammond, L. & Cook-Harvey, C. M. (2018). Educating the whole child: Improving school climate to support student success. Learning Policy Institute.
  • Ebersöhn, L., & Ferreira, R. (2012). Rurality and resilience in education: place-based partnerships and agency to moderate time and space constraints. Perspectives in Education, 30, 30-42.
  • Eppley, K. (2015). "Hey, I saw your grandparents at Walmart": Teacher education for rural schools and communities. The Teacher Educator, 50(1), 67–86. https://doi.org/10.1080/08878730.2014.975061
  • European Commission (2013). Education and Training, Supporting teacher competence development for better learning outcomes. Retrieved from: https://ec.europa.eu/assets/eac/education/experts-groups/2011-2013/teacher/teachercomp_en.pdf
  • Gemici, S., Lim, P. & Karmel, T. (2013). The impact of schools on young people’s transition to university, Longitudinal Surveys of Australian Youth Research Report 61, NCVER. http://www.lsay.edu.au/publications/2541.html
  • Gonzalez, N., Moll, L. C. and Amanti, C. (2005). Funds of knowledge. Routledge
  • Goodnough, K., & Mulcahy, D. (2011). Developing teacher candidate identity in the context of a rural internship. Teaching Education, 22(2), 199–216. https://doi.org/10.1080/10476210.2010.539680
  • Gruenewald, D. A. (2003). The best of both worlds: A critical pedagogy of place. Educational Researcher, 32(4), 3–12. https://doi.org/10.3102/0013189X032004003
  • Guo, Y., Justice, L. M., Sawyer, B., & Tompkins, V. (2011). Exploring factors related to preschool teachers’ self-efficacy. Teaching and Teacher Education, 27(5), 961–968. https://doi.org/10.1016/j.tate.2011.03.008
  • Hagger, H., & McIntyre, D. (2006). Learning teaching from teachers: Realising the potential of school-based teacher education. Open University Press.
  • Halsey, R. (2005). Pre-service country teaching in Australia: What’s happening, what needs to happen? Rural Education Forum Australia
  • Hattie, J. A. C. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.
  • Hattie, J. A. C. (2003). Teachers make a difference: What is the research evidence? Paper presented at the Building Teacher Quality: What does the research tell us ACER Research Conference, Melbourne, Australia. Retrieved from http://research.acer.edu.au/research_conference_2003/4/.
  • Hempel, S. (2020). Conducting your literature review. American Psychological Association.
  • Hoy, A. W. & Spero, R. B. (2005). Changes in teacher efficacy during the early years of teaching: A comparison of four measures. Teaching and Teacher Education, 21(4), 343–356. https://doi.org/10.1016/j.tate.2005.01.007
  • Howley, A., Wood, L & Hough, B. (2011). Rural elementary school teachers’ technology integration. Journal of Research in Rural Education 26(9), 1–18.
  • Jenkins, K., & Reitano, P. (2015). Teaching Principals’ Stories. In L. Graham & J. Miller (Eds), Bush tracks: The opportunities and challenges of rural teaching and leadership, (pp. 119–134). Sense Publishers
  • Johnson, W., Osterholm, K., & Horn, M. (2006). Finders keepers: Recruiting and retaining teachers in rural schools. National Forum of Teacher Educational Journal, 16(3), 1–11.
  • Kaden, U., Patterson, P. P., Healy, J. & Adams, B. L. (2016). Stemming the revolving door: Teacher retention and attrition in Arctic Alaska schools. Global Education Review, 3(1), 129–147.
  • Karlberg-Granlund, G. (2019). Exploring the challenge of working in a small school and community: Uncovering hidden tensions. Journal of Rural Studies, 72, 293–305. https://doi.org/10.1016/j.jrurstud.2019.10.017
  • Kleinsasser, R. C. (2014). Teacher efficacy in teaching and teacher education. Teaching and Teacher Education, 44, 168–179. https://doi.org/10.1016/j.tate.2014.07.007
  • Knapp, C. (2005). The "I-thou" relationship, place-based education and Aldo Leopold. The Journal of Environmental Education, 27(3), 277–285. Knoblauch, D., & Hoy, A. W. (2008). “Maybe I can teach those kids.” The influence of contextual factors on student teachers’ efficacy beliefs. Teaching and Teacher Education, 24(1), 166–179.
  • Knoblauch, D., & Chase, M. (2015). Rural, suburban, and urban schools: The impact of school setting on the efficacy beliefs and attributions of student teachers. Teaching and Teacher Education, 45, 104-114.
  • Lazarenko I. R. & Shamarina, E. V. (2019). Training of pedagogical staff for rural underfilled school. International Journal of Learning and Change, 11(1), 78–90.
  • Lloyd, L. (2002). Multiage classes: What research tells us about their suitability for rural schools’, Education in Rural Australia, 12(2), 1–14.
  • Lukina A. K., Peterson I. R., & Romanuk T. M. (2010). Peculiarities of educational need of rural school teachers. Journal of Siberian Federal University. Humanities and Social Sciences, 5(3), 785–793.
  • Martusewicz, R., Edmundson, J., & Lupinacci, J. (2015). EcoJustice education. Toward diverse, democratic, and sustainable communities. Routledge.
  • Morris, D. B., Usher, E. L., & Chen, J. A. (2017). Reconceptualizing the sources of teaching self-efficacy: A critical review of emerging literature. Educational Psychology Review, 29(4), 795–833. https://doi.org/10.1007/s10648-016-9378-y.
  • Nasibulov, R. R, Korshunova O. V. & Arshabekov, N. R. (2016). Rural school as a resource for the intellectual and labour potential formation of the rural society. International Journal of Environmental and Science Education, 11(3), 119–128. Neustroev, N. D., Neustroeva, A. N., Shergina, T.A., Marfusalova, V.P., Okonechnikova, N. V., Borisova, T. M. & Sidorova, E. E. (2016). Training a tutor at college for an underfilled and nomad school of the North and East of Russia: Contents and specifics. Indian Journal of Science and Technology, 9(11), 1–8. Nogovitsin, V.P., Neustroev, N.D., Nikiforova, E.P., Neustroeva, A.N. & Savvin, A.S. (2018). School education harmonization based on natural and cultural conformity in the Russian North and the Arctic region. Espacious, 39(43).
  • OECD (2005). Teachers Matter: Attracting, Developing and Retaining Effective Teachers. OECD publications. Retrieved from: http://www.oecd.org/edu/teacherpolicy.
  • Page, J. (2006). Teaching in rural and remote schools: Pedagogies of place and their implications for pre-service teacher preparation. Education in Rural Australia, 16(1), 50–51.
  • Panizzon, D. & Pegg, J. (2007). Chasms in student achievement: Exploring the rural-metropolitan divide, Education in Rural Australia, 17(2), 3–20.
  • Pegg, J. & Panizzon, D. (2011). Collaborative innovations with rural and regional secondary teachers: Enhancing student learning in mathematics, Mathematics Education Research Journal 23(2), 149–167. Reagan, E.M., Hambacher, E., Schram, T., McCurdy, K., Lord, D., Higginbotham, T. & Fornauf, B. S. (2019). Place matters: Review of the literature on rural teacher education. Teaching and Teacher Education, 80(1), 83–93.
  • Redding, S., & Walberg, H. J. (2012). Promoting learning in rural schools. Center on Innovation & Improvement.
  • Ronfeldt, M. (2012). Where should student teachers learn to teach? Effects of field placement school characteristics on teacher retention and effectiveness. Educational Evaluation and Policy Analysts, 34(1), 3–26.
  • Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78.
  • Schafft, K. A., & Jackson, A. Y. (2010). Introduction: Rural education and community in the twenty-first century. In K. A. Schafft, & A. Y. Jackson (Eds.), Rural education for the twenty-first century (pp. 1–13). The Pennsylvania State University Press.
  • Schunk, D. & Ertmer, P. (2000). Self-efficacy and academic learning: Self-efficacy enhancing interventions. In M. Boekaerts (ed.), Handbook of self-regulation. Academic Press.
  • Sharplin, E., O’Neill, M., & Chapman, A. (2011). Coping strategies for adaptation to new teacher appointments: Intervention for retention. Teaching and Teacher Education, 27, 136-146.
  • Sheffield, R., Blackley, S., & Moro, P. (2018). A professional learning model supporting teachers to integrate digital technologies. Issues in Educational Research, 28(2), 487–510. http://www.iier.org.au/iier28/sheffield.pdf.
  • Smith, G. A. (2002). Place-Based Education: Learning to be where we are. Phi Delta Kappan, 83(8), 584–594.
  • Suri, H. (2014). Towards methodologically inclusive research syntheses. Expanding possibilities. Routledge.
  • Suri, H. (2011). Purposeful sampling in qualitative research synthesis. Qualitative Research Journal, 11(2), 63–75. https://doi.org/10.3316/QRJ1102063 Suri, H. & Clarke, D. J. (2009). Advancements in research synthesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395–430
  • Tschannen-Moran, M., & Johnson, D. (2011). Exploring literacy teachers’ self-efficacy beliefs: Potential sources at play. Teaching and Teacher Education, 27(4), 751–761. https://doi.org/10.1016/j.tate.2010.12.005
  • Tschannen-Moran, M., Hoy, A. W., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68(2), 202–248.
  • Twomey, L. (2008). If you think education is expensive, Department of Education and Training, Perth, Australia.
  • Walker-Gibbs, B., Ludecke, M., & Kline, J. (2018). Pedagogy of the rural as a lens for understanding beginning teachers’ identity and positionings in rural schools. Pedagogy, Culture & Society, 26(2), 301-314.
  • Williams, J., & Nierengarten, G. (2011). Recommendations from the North Star state: Rural administrators speak out. Rural Educator, 33(1), 15–24.
  • Witten, K., McCreanor T., Kearns R., & Ramasubramanian, L. (2001). The impacts of school closure on neighbourhood social cohesion: Narratives from Invercargill, New Zealand. Health Place, 7(4), 307–317.
  • Woodhouse, J. & Knapp, C. (2000). Place-based curriculum and outdoor and environmental education approaches. ERIC Digest.
  • Wyatt, M. (2015). Language teacher motivation. The Teacher Trainer, 29(2), 7–9.
  • Zambo, R., & Zambo, D. (2008). The impact of professional development in mathematics on teachers' individual and collective efficacy: The stigma of underperforming. Teacher Education Quarterly, 35(1), 159–168.
  • Zee, M., & Koomen, H. M. Y. (2016). Teacher self-efficacy and its effects on classroom processes, student academic adjustment, and teacher well-being: A synthesis of 40 years of research. Review of Educational Research, 86(4), 981–1015. doi:10.3102/0034654315626801
  • Zigo, D. (2001). Addressing rural teachers' authentic needs by contextualizing graduate teacher education. Action in Teacher Education, 23(1), 1–11, DOI: 10.1080/01626620.2001.10463049.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Kalpana VİJAYAVARATHAN-R 0000-0002-6715-9732

Edda ÓSKARSDÓTTİR 0000-0003-0989-0583

Mhairi BEATON 0000-0001-9041-1070

Tuija TURUNEN 0000-0001-8214-6035

Olga KAGAN 0000-0001-6438-892X

Natalya FLOTSKAYA 0000-0002-1755-0901

Svetlana BULANOVA 0000-0001-9604-2958

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 11 Issue: 3

Cite

APA VİJAYAVARATHAN-R, K., ÓSKARSDÓTTİR, E., BEATON, M., TURUNEN, T., et al. (2022). Development of Teacher Self-Efficacy for Teaching in Rural Schools in The Circumpolar North: Lessons for Teacher Education. Journal of Teacher Education and Educators, 11(3), 293-308.