THE IMPORTANCE OF A PRACTICAL EXPERIENCE IN A .RURAL SETTING FOR PRE-SERVICE TEACHERS

Over the past decade there has emerged a considerable amount of research and writing concerning the preparation of teachers for rural schools. Surwill (1990, p.6) concludes that pre-service teachers are often "unfamiliar with the unique problems of rural schools". Many problems arise for beginning teachers facing employment in a rural setting because of "lack of familiarity with these areas" (Smith and Squires, 1988). It would appear that beginning teachers opt for employment in an area that is familiar to them. 

in Ihe book 'Iso/Ofe" Schools' discuss Ule 'urban-mindedness' of many teachers newly appoinled 10 rural schools. This point is also raised by Cross, Leahy and Murphy (1989) whcn rcrcrring 10 Ihe cnlluml shock experienced by new appointees. The new teacher often is not sensitised to rural living anti needs the opportunity to pursue this before k'lking a rural appointment. "Students prepming to teach in rural schools should receive professional preparation specitknlly designed for this challenging career. This specially designed segment of {heir teacher prcp~mlti()n programme should include on campus and off crunpus experiences designed specially 10 meet the challenges of teaching in a rural school" (SurwHI. 1990, p,7). Ilowever, TUl1lcy W(U'I1S of the d.angers of creating "separate courses which could creale anundesirahlc and artificial division in U1C profcssion" (Turney, li.a!.. 1980, p. 33). It is important that student teachers are given the opportunity to experience rural education within Ule parameters of the full teacher preparation course.
A number of government reports in the last tcn years have also highlighted tile need to sensitise teachers to the culture ami conditions associated wilh service in remote schools l'More should be done t.o prepare and assist teachers for teaching in these areas of the state, aI'ld in promoting the benefits of leaching in Western Queensland" (lloard of Teacher Registralion, 1988, p. 87).
The most useful activity recommended is practical experience in a rural setting, providing background informalion for pre-service teachers. Lake (1985, p. 118) states that pre-service courses should rll1cmp! 10 "minimise the risk of professional and social estrangement and enable teachers to morc clTectivcly contribute to the learning expeticnces of rural children", In 1987. Ihe Commonwcalih Schools Commission produced a report "Schooling in Rural Australia". 'I'his report rccogniscdlile necd to encourage recognition of a rural culture and rural views on schooling hy prc-service tcacher preparation causes. The report went on to state that teachers for rural schools should be recruilcd ralher Ihan imposed. This would help. address the appropriate placemenl of Icachers. . The ucomplicatec.J nature of the task of teaching in isolated, counu'y schools, has. begun to be fully realised" (Turney, tlJlL, 1980, p.31). It is important that pre-service teachers have the opportunity 10 identify Ihe chmaclcristics and problems associated. WiUl rural teaching and living. In Queensland many teachers in thc early years of their career will teach in a rural Education in Rural Auslralia. Vol. 4 (1) ... Page 31 community and so it hecomes obvious that teacher education needs to direct students to understand the requirements all demands of rural teaching.
Much of the reseru'ch conducted on teacher attitudes to acceptance of teaching position in rural areas renect such negative altrihulell (L'): no professional support for teachers; lack of prep;;mltion for Icaching in a rural setting misconceived ideas on the motivation and ability of rural pupils; lack or experience in a rural setting; " • preference for urhan situations Many higher education institutions have stw'ted to recognise this need and have begun to incorporate some elements of prepru'ation for rural teaching in pre-service teacher preparation. Clarke (1990. p,15) states "teacher graduates require at minimum it seems, an awareness of community, local expectations and lhe creative adaplion ofresources u • From previous experience with teacher preference listings. many graduating teachers do not consider rural placements asan option because of lack of information. The 1988 Foster Schools Support System Evaluation Report (Crowther and Cronk) highlighted ~le need to establish direct links between the N,W, Region and Queensland teacher education institutions. Watson et al. (1987) stHtc "there is strong evidence ' " that first hand experience of living in the country will increase willingnes~ to accept rural appointments". Will this be enough to encourage appropriate pre~sl'rvice teachers to apply for placement in rural areas? Cml we attract and retain teachers in rural areas through opportunities to experience rural living and individualised teaChing?

PROGRAMME TO BE INVESTIGATED
This study looks at onc allcmpt hy a tcachcr education programme to build in practical experience in a rural selling. In lhe second year of a three year pre-service course students are offered the opportnnity 10 participate in Hn Isolated Experience, The project allows students to experience leaching Oil a onc to one basis in a rural setting. with students involved in distance educntion or in a small school in a remote an.:a. Each student is either placed with a family and the student is required to teach the children llsing the Distance Education Papers and on air lessons, or to work alongside the lcacher in a onc or two teacher school. The students are also encouraged to provide cndchmcl1t anti extension activities for the children. On their return the students report on thcir expcricnce and arc given the opportunity 10 follow up ~lis experience with a practicllll1 in a rural setting as part or their third year course requirements. This prognunmc has heen progressing for a number of years, with tbe number of participants continually growing, It is appropriate to examine the value of the project in lerms of preparing teachers for rural settings. Does parlicip:lting in a project like Ulis affect a change in student attitude 10 teaching in a rural setting?
How snccc"rul arc tile options being incorporated into pre-service courses in the 90s? Is it sufficient to expose studellts to 'bush life''? Doe~ living in a rural community, ~}t<periencing di!:;tance education, impact on students' undcrs.tanding of rural schooling'? By exposing pre~ service teachers to rural living will wc "sensitise and prepare them for Ule issues Ulat tlley will conirout iu rural communities"" (Mc'ycun. 1989, p, 294).

FOCUS QUESTIONS FOR THE RESEARCH PROJECT
Is it appropriate to oiler practical experience in Cl rural setting to prc-serviee teachers?
Does student attitude change following participation in cm Isolated Experience?
Will isolated experience pmticipants consider an appointment in a rural area when they graduate'? METHODOLOGY Date collection: Part 1 Prior to ISOl:.ltcd Experience Using the foclls qllestions as a guide H questionnaire was designed. This was to be completed by participants in the 1992 isolatec.1 expericnce prior to participation and a group of nooparticipants al the same level 01' the three year pn>sefvice teaching course.
The questionnaire comprised of the following topics: • biographical data: • rural hflckgnHllld ini"{mnalion; perceptions of a rural setting: • attitude to teaching in rural areas: perceptions towards rural childrcn.
The questionnaire was administered in a tutorial sctting with all participants required to reflect individual.orini{)lls.
Data collection: Part 2 Post Isoi:.lted Experience A second questionnaire was designed for completion after the students had pru·ticipated in the isolated experience. The questionnaire comprised of the following topics: • attitude to tcaching in rurnlllrcas; • perceptions towards rural children; • attitude to a rural appointment; review of the outbnck experience.
All participants were asked to complete this questionnaire in a tutorial setting and auach the completed questionnaire to their lirst questionnaire.

The Sample
The questionnaire was administered to a sample comprising two groups of students.
Group I comprised of all pnrticipants in the 1992 isolated experience. 52 students in the second year of a three yem prc~scrvice prinHu'y tcacher education course enrolled to pru·ticipate in the 1992 experience. I'or the purposc of this project Ulis was reduced to 24 who completed the experience. These 24 students complcted the second questionnaire on completion of the isolated experience. The other 28 stuelents wonld 'not complete Ule experience until February 1993, and were therefore eliminated from the resemch project.
Group 2 comprised of 23 second year stuciellts in the three year pre-service primary teacher education course who completed the first questionnaire. None of these students was a participant in the isolated experience programme for 1992.

Analysis
On completion of the questionnaires, each was coded and analysed using SPSS data system. A copy of the questionnaire is availahle from the author.

RESULTS OF THE STUDY
(1) Survey Prior to Isolated Expel'ience 1. Biographic data Of tile total sample groups 87% of the students were female and 70% were in the under twenty age group.

Location for Schooling
75% of Group I had previously lived in a rural area with 12% of these being in a remote or isolated arca. 6<)9;;, of Group + had previously lived in a rural area with 4% of these being in an isolated community. More Ulan 50% of Group I completed their primary schooling in a small country town and this reduced to 45% for secondary schooling. Only 35% of Group 2 completed prinl<u'y school in small country towns and this diminished to 25% for secondary schooling. (Sce Tahles I and 2 below).

Rural Work Experience
The next section of the questionnaire looked at previous work experience in rural or isolated communities. 75% of Group I and 919~, of (Jroup 2 had no work experience in a rural or isolated SCiHH)! selling. I !()wevcr. of the [()uLl smnple 30% had some work experience in rural are~l" which did nol involve work with children.
A third section of the questiollllaire rcquirculhc students to indicate their attitude to a number of statements ahout rural {caching.

Isolat.ion descriptors
The sample were asked to describe an iSO!Htcd rural setting and Ii~t factors which make rural schools isolated.

Teaching in a Rural Setting
Prior to any expelrience with the Isolated Experience programme the sample were of the opinion that rural communities m'e very supportive of their teachers (72%) and teachers were seen as very important members of Ule community (66%). The smnple indicated that they believed that teachers in isolated rural sellings had limited social activities (57%), lacked sufficient resources (64%), and were well supported professionally by regional personnel (62%). 72% o.f the sample disagreed with U,e statement 'generally children educated in isolated areas are slower to achieve academically than urban children'.
When asked to express an opinion as to whether rural children had fewer social skills than urban children, 63.5% of Group 1 rated this claim as untrue, while 52% of Group 2 considered this statement to be true (see Table 3) Tahle 3

Teaching in Rural Settings
Group 1 were tilen asked to complete a second questionnaire after they had participated in the isolated experience. The results indicated a similar response to pre-experience in the attitude to teachers in rural communities. However. there was considerable change to the statement about teachers social activities with an increase of 21% to 58% of the sample saying that the opportunity for teachers social activities werenot limited. This group also noted a significant attitude change to tile availability of resources. In the prior experience survey 77% believed accessing resources to be a problem however. after tlle isolated experience. only 29% of the sample still believed this to be the case.
Attitudes to children in the bush were further changed by the experience. After the experience 96% of Group 1 believed children in the bush achieved at the same rate as their urban counterparts. an increase of 9%. 63% of them also felt that the bush children had similar social skills. an increase of 29%. There was also a small increase in the number of students who believed that teachers do not have to cater mOre for individual differences. However. 46% of the group still believed this to be true (see Table 5).

Teaching children in isolated, rural settings
Group 7. Attitude to ruml placement 67% of Group I agreed tl,at a placement in a rural setting was high on tlleir preference list while the remaining 33% said tllCY would accept a placement in a similar area to their bnsh experience.
(No compruison ean be made Witll data pIior to experience as this question was omitted from the original survey).

Prepru"ation for Teaching in rural setting
92% of the students Idt that teaching experience in a rural setting is an appropriate component of teacher prepm'ation course to broaden their experiences. 54% of tlle students believed that they were not prepru"Cd tbr teaching in rural meas and needed more background preparation. individualised teaching strategies and information on resources. 95% of the students felt that the bush experience had added to their teacher preparation. TIle advantages they had gained were broader skills (33%), .a different teaching experience (38%) and the opportunity to consider options for a teac;hing placement (17%). Positive comments by Group 1 students included: " ... totally difference perspective tllat all pre-service teachers should experience".
"It really is a different world, experience beforehand would assist in coping with the culture shock".
"This is a valuable lcacliing experience which opens pre-service teacher's eyes!!.
lilt is important to have experienced something in a rural setting to get a better understanding of rural children's needs",

CONCLUSIONS
This study sought to investigate the perceptions of pre-service teachers to teaching in a rural setting and to exmnine the appropliateness of practical experience in a rural setting. It would appear tllat prior to rural experience tlle most significant factors in pre-service teachers 'thinking in identifying isolated school settings are the size of the population and the geographic location.
Prior to rural experience pre-service teachers highlight accessing resources as a concern for teachers and indicate that social activities are limited for teachers in isolated areas. On completion of an isolated experience tllese attitudes seem to change, with a more positive approach to resourcing and sociallifc.
The findings of the project appear to confirm the statements made earlier in this paper. Practica! experience in a rural setting is one stage in tile development of positive attitudes to teaching in rural schools and assists in the sensitising of teachers to the culture and conditions associated with service in remote schools. It is important to maintain tllese experiences within the full teacher prepm·ation course to allow compm·ison mld definition. Following experience in a rural setting pre-service teachers indicate a preference for a teaching position'in rural schools. nIBLIOGRAPHY