Growing our own teachers ” : Rural individuals becoming certified teachers

Attracting and retaining teachers for rural and remote areas are pervasive global problems, and Canada is not immune to these issues. As recommended by the Northern Alberta Development Report (2010), communities need to make an increased priority of local teacher recruitment, by “growing our own teachers” (p. 11). One way to do just that is to allow students to stay in their communities for preservice teacher education, thereby increasing access to potentially qualified individuals who might not otherwise be reached. In light of this provincial directive, this paper will examine the provision of blended preservice teacher education by examining student and instructor perspectives in one community-based program. While the emphasis of the study highlighted how alternative provisions of teacher education programs may better support students who live in rural regions, the results gave rise to the ways in which shifts in our delivery of programs may alter notions of relationality and at an institutional level, the evolving nature of the university itself.

relationships is a necessary precondition of learning, and; § a requisite responsibility to model and foster those dispositions in a blended teacher education program.
A strong feeling of relationality was indicated despite online provisions An interesting manifestation of relationality occurs, not in the physical presence of on campus courses, but in the attention of being known in a small cohort of instructors and students.
"I definitely feel like we have a lot more support with this program than I have in past post-secondary institutions on campus. Here I feel that I'm not just a number. The staff actually know my name. My classmates know my name." § relationality emerged initially as a challenge and later as an affordance § relationality occurs beyond the parameters of the class; it occurs in the supports and networks that surround the individuals in and around their localities. § One's place and location fosters the relationality of feeling by one's connection to the program and one's own community. § power differentials experienced in a face to face environment, may actually reshift the gaze in an online environment where there are moments of pause and attentiveness to both oral and written language given the mode of instruction and learning 11 Gereluk, Dressler, Eaton & Becker -University of Calgary Finding two: Program Design Students and faculty expressed concerns that online education had connotations of being less rigorous.
"When people hear any kind of newly-developed program, they think it's going to be watered down… It's important for the people in [rural] schools to see the rigorous nature of this program". "One of my concerns, even applying for it too, was how it would be perceived. As someone taking it online. Like, when I get hired, would principals and superintendents see it was something less because it was taken online?" § Using synchronous and asynchronous learning technologies increased student engagement.
"I think I have replicated the multi modality that I have used in the face-to-face classes." § Student and instructor support programs were developed to address emerging needs to ensure robust learning supports: "I started a blog so I had some strategies for doing some of the assignments. A lot of it has been reaching out to particular students…. We need to… demystify academic writing.

1.Student technology literacy and competence
Students and instructors build their levels of competence and comfort using learning technologies as they engage with a variety of technologies used in online teaching and learning.

3.Learning Management System (LMS) limitations
Both the asynchronous and synchronous LMSes have limitations.
Instructors and students learn to work within imperfect learning environments.

4.Connectivity
Internet speed, connectivity, connection stability can present themselves as limitations beyond the control of students or instructors.
Major Challenge: institutional barriers § How financial assistance is determined based on where you take your courses (Full Load Equivalent FLE count) -Disincentives for potential partnerships and collaborations across institutions § How student supports are offered -E.g. dental plans -Wellness centers -Student Academic Support Centres How student bursaries and awards are evaluated by central services Key Take Aways § Relationality does not hinge on whether there is a physical presence, but rather on whether relationality is at the core of the learning environment § Program Design is central to how Teacher Education programs create robust learning asynchronous and synchronous learning environments § Technological limitations create particular barriers § Systemic institutional barriers create significant challenges for ensuring comparable student supports