Enacting the national curriculum in a rural elementary school: A qualitative study of a beginning language teacher’s experiences Kırsal bir iköğretim okulunda milli eğitim müfredatının uygulanması: Göreve yeni başlayan bir ingilizce üğretmenin deneyimleri üzerine nitel bir çalışma

Başer Z., KARAMAN A. C.

Elementary Education Online, vol.14, no.1, pp.118-132, 2015 (Peer-Reviewed Journal) identifier

  • Publication Type: Article / Article
  • Volume: 14 Issue: 1
  • Publication Date: 2015
  • Doi Number: 10.17051/io.2015.67314
  • Journal Name: Elementary Education Online
  • Journal Indexes: Scopus, TR DİZİN (ULAKBİM)
  • Page Numbers: pp.118-132


© 2015 Ankara University. All rights reserved.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.