Abstract:

Rural schools play a key role in their territories, not only from an educational standpoint, but also in terms of social and territorial cohesion, demographic sustainability and preservation of local cultures. However, they face increasing pressure from neoliberal and accountability-based policies and their invisibility in the degree study programme (Primary and Early Childhood Education). These factors place at risk the recognition of their diversity, equal participation, and, most importantly, the right to education. These issues have been well documented, but they have not been treated yet as a priority. The lack of specific preparation on rural schooling in teacher education programmes calls for greater attention to university students’ conceptions, as these may translate into prejudices that shape their future teaching practices. Limited awareness of their specific features neither supports professional development nor fosters equitable educational practices. This situation provides the rationale for the present study.

The main objective of this research was to explore the conceptions that undergraduate students in Primary Education and Early Childhood Education had about the construct “rural schools”. To achieve it, a qualitative methodology was employed. Data were collected through an anonymous and self-administered Google Forms questionnaire with a single open-ended question: “What is the first thing that comes to your mind when you think of ‘rural schools’?” The questionnaire was completed by students from all four years of both degrees, yielding a total of 236 responses. A content analysis was subsequently conducted.

The results show students in the Primary Education degree tend to conceptualize rural schools in settlements far from urban areas with few inhabitants and surrounded by mountainous and agricultural landscapes. They also describe them differently from urban schools because teachers work with a small number of students from different grades whose families have socioeconomic difficulties. Teaching practices are perceived as more personalized, although frequently associated with ecological and agricultural themes. Similarly, students in the Early Childhood Education degree share many of these views associating rural schools with natural settings, small size and few students. These schools are often seen as lacking technology, but also innovative and offering an education perceived as superior to the traditional model.

Therefore, the most relevant conclusions of this study are that our university students’ views of rural schools are closely linked to an image of rurality constructed in opposition to urban contexts. Small schools located in sparsely populated territories are perceived as struggling to survive while preserving a timeless idiosyncrasy that appears to be the antithesis of contemporary educational practices in 21st-century urban settings. However, this perception contrasts with that of other students, who believe that rural schools develop innovative educational practices.

These findings will be used to engage university faculty in discussions on how to incorporate rural schooling topics into degree programmes, as well as to involve mentor teachers who can share their professional experiences with university students, address their questions and clarify uncertainties. In this regard, multiple approaches can be adopted to strengthen the quality of initial teacher education.

Keywords:

Rural school, initial teacher training, qualitative research.