Building the North Dakota Teaching Force: Insights from the Rural Student Teaching Experience (RSTE)
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| Title: | Building the North Dakota Teaching Force: Insights from the Rural Student Teaching Experience (RSTE) |
|---|---|
| Language: | English |
| Authors: | Maria Zaman, Lisa Vojacek, Sarah Zacher, Ryan Summers |
| Source: | Educational Research: Theory and Practice. 2026 37(1):20-27. |
| Availability: | Northern Rocky Mountain Educational Research Association. Web site: http://www.nrmera.org/educational-research-theory-practice/ |
| Peer Reviewed: | Y |
| Page Count: | 8 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Rural Education, STEM Education, Place Based Education, Preservice Teacher Education, Mentors, Student Financial Aid, Program Effectiveness |
| Geographic Terms: | North Dakota |
| ISSN: | 2637-8965 |
| Abstract: | This study investigates the impact of the Rural Student Teaching Experience (RSTE), a North Dakota (ND) EPSCoR-funded initiative designed to strengthen the rural STEM teacher pipeline. Integrating financial support, structured mentoring, and place-conscious pedagogy, the RSTE prepares preservice teachers to thrive in rural schools. Using a mixed-methods design, the study analyzed data from 22 participants representing six universities within the North Dakota University System (NDUS). Qualitative interviews and reflections were thematically analyzed using Braun and Clarke's (2006) framework, alongside descriptive employment data. Findings revealed that financial assistance, mentoring, and community engagement enhanced teachers' confidence, adaptability, and sense of belonging, while addressing barriers to rural participation. Nearly 80% of participants entered P-12 teaching, most in rural ND schools. The results highlight the RSTE as a replicable, equity-driven model for rural teacher preparation that promotes long-term commitment and professional growth. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1505318 |
| Database: | ERIC |
| Abstract: | This study investigates the impact of the Rural Student Teaching Experience (RSTE), a North Dakota (ND) EPSCoR-funded initiative designed to strengthen the rural STEM teacher pipeline. Integrating financial support, structured mentoring, and place-conscious pedagogy, the RSTE prepares preservice teachers to thrive in rural schools. Using a mixed-methods design, the study analyzed data from 22 participants representing six universities within the North Dakota University System (NDUS). Qualitative interviews and reflections were thematically analyzed using Braun and Clarke's (2006) framework, alongside descriptive employment data. Findings revealed that financial assistance, mentoring, and community engagement enhanced teachers' confidence, adaptability, and sense of belonging, while addressing barriers to rural participation. Nearly 80% of participants entered P-12 teaching, most in rural ND schools. The results highlight the RSTE as a replicable, equity-driven model for rural teacher preparation that promotes long-term commitment and professional growth. |
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| ISSN: | 2637-8965 |
