Enacting the National Curriculum in a Rural Elementary School A Qualitative Study of a Beginning Language Teacher s Experiences

Date

2015-01-01

Author

Başer, Zeynep
Karaman, Abdullah Cendel

Metadata

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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

Subject Keywords

Rural, English language education, Curriculum, Elementary school, Beginning teacher

URI

https://hdl.handle.net/11511/77050

Journal

İlköğretim Online

DOI

https://doi.org/10.17051/io.2015.67314

Collections

Department of Foreign Language Education, Article

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Citation Formats

Z. Başer and A. C. Karaman, “Enacting the National Curriculum in a Rural Elementary School A Qualitative Study of a Beginning Language Teacher s Experiences,” İlköğretim Online, pp. 118–132, 2015, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/77050.