Greener Journal of Educational Research Vol. 2 (2), pp. 001-012, March 2012
Preparing teachers for rural schools: An empirical evidence from a Fiji case
Govinda Ishwar Lingam
School of Education, University of the South Pacific, Laucala Campus, Suva, Fiji Islands.
Email: govinda_i @ usp. ac. fj
The aim of this study was to
examine the pre-service training program of a teacher
education institution in Fiji to determine whether it
equipped beginning teachers for work in rural schools. Data
for the study was gathered by means of interviews with key
people in the case study institution and beginning teachers
posted to a rural school. Also, analysis of documents such
as, the College Handbook was carried out to gather
information needed for the study. Analysis of the data
showed that a course entitled DPE230, an enrichment activity
known as Rural Homestay together with rural teaching
practice were the innovations introduced to cater for the
preparation of pre-service teachers for work in rural
schools. The College staff felt the innovations introduced
in the pre-service program had a positive impact in the
preparation of teachers’ for work in rural schools.
Likewise, the analysis of the feedback obtained from the
beginning teachers clearly indicated that they were
satisfied with their preparation as they adjusted themselves
well to work and life in the rural school. The present study
relating to pre-service training of teachers for teachers’
world of work is useful as it has implications also to
higher education institutions within and outside Fiji to
prepare teachers to meet the challenges of rural work and
Keywords: Rural schools, multi-class teaching, teacher education, pre-service program, innovation
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