Bridging The Gap Between Beginning Teachers and Isolated/Rural Communities

Authors

  • Luke Baills University of Southern Queensland
  • Sherrin Bell University of Southern Queensland
  • Bridget Greensill University of Southern Queensland
  • Louise Wilcox University of Southern Queensland

DOI:

https://doi.org/10.47381/aijre.v12i1.483

Keywords:

isolater/rural communities, transition, beginning teachers

Abstract

This study considers the transition of beginning teachers and preservice teachers from an undergraduate course to an isolated or rural community. There is an assumption by the community as a whole that these transitions are carried out with little success and feedback to the university tends to support this assumption. Contrary to these assumptions, beginning teachers view this transition as the next simple step following graduation. Moreover, there is growing evidence to suggest the gap is being bridged through opportunities offered to preservice educators. These opportunities foster the improvement and preparation of beginning teachers as they embark on a career in an isolated or rural community. This study attempts to address this under researched area. Data was gathered using semi structured interviews with beginning teachers, preservice teachers and parents of children in isolated or rural communities. Early indications suggest the transition is not a smooth one. This may be due to the differing expectations of beginning teachers and the community involved. It is anticipated however, that further analysis will reveal a range of transition patterns and solutions to assist in bridging the gap between beginning teachers and isolated or rural communities.

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Published

01-03-2002

How to Cite

Baills, L., Bell, S., Greensill, B., & Wilcox, L. (2002). Bridging The Gap Between Beginning Teachers and Isolated/Rural Communities. Australian and International Journal of Rural Education, 12(1), 55–62. https://doi.org/10.47381/aijre.v12i1.483

Issue

Vol. 12 No. 1 (2002): Education in Rural Australia

Section

JOURNAL PAPERS

License

Copyright (c) 2023 Luke Baills, Sherrin Bell, Bridget Greensill, Louise Wilcox

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