Rural schools as sites for ongoing teacher education: Co-making relational inquiry spaces between a principal and a beginning teacher

Abstract

Through narrative inquiry into the experiences of a beginning teacher and her relational interaction with a principal, this chapter opens possibilities for understanding place as rural context in teacher education. The experiences highlighted in this chapter show rural schools as places of co-making an unfolding relational inquiry space and understanding the rural context as ongoing teacher education. Through inquiry into a beginning teacher’s experiences, this research makes visible the need for rural schools and education to be recognized as different from urban schools and education.