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Abstract

Two teaching residency programs in northern California have provided some insight into graduates’ preparation for, and inclination to pursue, teaching in a rural school. Both programs include early coursework that addresses the needs and strengths of rural communities and requires candidates to conduct an in-depth study of their placement community. This article specifically describes features of the community study assignment that aims to have preservice teachers examine their understandings about rural places, to create a connection to the place where students live, and to promote place-based pedagogy. Student feedback suggests the assignment is a promising practice for teacher preparation. A rural-focused curriculum and a strong understanding of the community creates conditions that support both the recruitment and retention of teachers in rural schools.

Creative Commons License

Creative Commons Attribution 4.0 International License
This work is licensed under a Creative Commons Attribution 4.0 International License.

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