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

Authors

DOI:

https://doi.org/10.47381/aijre.v30i3.280

Keywords:

rural, remote, preparing teachers, preservice teachers

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.

Author Biography

Suzanne (Sue) Margaret Hudson, Southern Cross University

Dr Suzanne Hudson has been involved in teaching and teacher education for over 30 years. Suzanne is now based at the Gold Coast campus at SCU and is the Director of Professional Experience. Prior to coming to SCU she was at QUT where she was responsible for initiating the Bachelor of Education (primary) at the Caboolture campus.

Suzanne was the successful applicant of a $1.45 million grant for the implementation of the Teacher Education Done Differently (TEDD) project. This project was recognised as enhancing student learning in 2012 with an Australian Award for University Teaching (DEEWR).

Suzanne's research interests include: initial teacher education; the role of mentor teachers in supporting beginning and preservice teachers; professional experience and; supporting staffing in rural and remote school communities.

Downloads

Published

11-11-2020 — Updated on 11-11-2020

Versions

How to Cite

Hudson, S. (Sue) M., Young, K., Thiele, C., & Hudson, P. (2020). An Exploration of Preservice Teacher Readiness for Teaching in Rural and Remote Schools. Australian and International Journal of Rural Education, 30(3), 51–68. https://doi.org/10.47381/aijre.v30i3.280

Issue

Vol. 30 No. 3 (2020): Community as an Anchor, Compass and Map for Thriving Rural Education

Section

JOURNAL PAPERS

License

Copyright (c) 2020 Australian and International Journal of Rural Education

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors contributing to The Australian and Internation Journal of Rural Education agree to publish their articles under a Creative Commons CC-BY 4.0 license, allowing third parties to copy and redistribute the material in any medium or format, and to remix, transform, and build upon the material, for any purpose, even commercially, under the condition that appropriate credit is given, that a link to the license is provided, and that you indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.

Authors retain copyright of their work, with first publication rights granted to The Australian and Internation Journal of Rural Education.

Manuscripts submitted for publication should not have been published or submitted for publication elsewhere. It is the responsibility of authors to secure release of any copyright materials included in their manuscripts, and to provide written evidence of this to the editors. 

Papers are accepted on the understanding that they are subject to editorial revision. The Editorial Committee cannot guarantee that all contributions will be published nor give definite dates of publication. However, contributors will be advised if their papers are not accepted or if there will be a long publication delay.