Rural Teacher's beliefs: a pending task for educational research

Abstract

Research on the beliefs in the teaching-learning process has recently become a great issue due to the increasing evidence that points out that it has a great impact in the teacher's pedagogical activities. Nevertheless, it has become evident that research on this matter has been focused mainly on the educative system performed in urban areas, on basic and high school levels and higher education, underestimating what occurs in rural areas of our country, field that historically has shown the lowest academic performance. This article presents a view that allows making hypothesis, from the study of the beliefs, of the possible personal variables of the teacher that could explain the results of the learning process shown in the rural education of our country. As conclusion, it is necessary to do research on the rural teacher's beliefs, from the educational perspective, because of the direct consequences on the learning process of the students.