An Exploration of Preservice Teacher Readiness for Teaching in Rural and Remote Schools

Abstract

Preparing teachers for rural and remote (RR) schools in Australia appears to be an ongoing issue with many schools continuing to experience staff shortages. This research aimed to understand preservice teachers' (n=23) perceptions of their readiness for teaching in RR schools within four theoretical constructs, namely: self, classroom, school, and community. Following a RR professional experience, preservice teachers completed a literature-based Likert scale survey with written response questions to investigate their readiness for teaching in RR communities within the four constructs. Results showed that more than 80% of participants indicated self-readiness for teaching; yet, work recognition (70%), discussing career goals (65%), and having wellbeing supported (61%) had lower percentages. Classroom readiness was indicated by 83% or more of the preservice teachers for seven of the eight items; however, less than half claimed they had trust in the leadership for school readiness. Community readiness had percentages lower than 80% across the eight associated items. The results suggested preservice teachers can be supported during professional experience to promote teaching in RR contexts as a way to overcome teacher shortages.

Place Consciousness and School Leaders' Intentionality as Partnership Imperatives

“…What is evident within the literature is that pre-service teachers who prepare for and experience a RRR teaching placement play an integral part of the flow of high quality teachers to RRR schools (Downes & Roberts, 2018;Young et al, 2018). Universities and education departments can effectively facilitate graduate teachers' readiness for classroom teaching in RRR schools (Hudson et al, 2020(Hudson et al, , 2021.Yet, what is relatively unknown is the specific role that school leaders play when they are supporting pre-service teachers in the school and community.…”

“…School leaders play a significant part when supporting the career aspirations of pre-service teachers (Hudson et al, 2020). One deputy principal noted that nurturing pre-service teachers' career aspirations was part of their role: "Quality professional development is offered within and beyond the school" (Deputy Principal F).…”

Celebration, Attraction and Retention of a Regional and Rural Workforce

“…Catherine Thiele and colleagues' article discusses how pre-service teachers are impacted by sense of community during regional and rural professional placements. In this way, the authors analyse a significant issue in regional and rural education: the role of community (see Halsey, 2018;Hudson et al, 2022). Principals who ensure that pre-service teachers are provided with a rich professional experience that exceeds the school gate can enhance graduate teachers' understanding of the part they can play in a community.…”

Community as an Anchor, Compass and Map for Thriving Rural Education

“…It reflects on ways that Tasmanian parents are engaging other parents within their communities in discussion and planning for their children's post-school education (Kilpatrick, Burns, Katersky Barnes, Kerrison & Fischer, 2020) and the ways that rural undergraduate students are finding community and capacity through their academic mentors (Burns, 2020). The issue explores preservice teachers' notions of readiness for teaching in rural and remote schools following targeted placement activities (Hudson, Young, Thiele & Hudson, 2020) and considers the ongoing professional learning needs of mathematics teachers and the opportunities afforded by their communities of practice (Bui et al, 2020). As a concluding note, this issue incorporates insights gained from the other side of the world, where the experiences of teachers crying in cupboards provides valuable insights about what communities offer their teachers (Burns, Fogelgarn & Billett, 2020).…”

“…These are essential in establishing a sense of belonging and connectedness for preservice teachers (Andrews, 2011) and become influential in advice preservice teachers themselves offer to those thinking about rural and remote teaching pathways. Of the advice preservice teachers offered, they emphasised the importance of preservice teachers building relationships with their host communities (Hudson et al, 2020).…”