Going Bush

Preparing Pre-service Teachers to Teach in Regional Western Australia


  • Sue Trinidad Curtin University
  • Tania Broadley Curtin University
  • Emmy Terry Curtin University
  • Don Boyd Curtin University
  • Graeme Lock Edith Cowan University
  • Matt Byrne Edith Cowan University
  • Elaine Sharplin The University of Western Australia
  • Sue Ledger Murdoch University




pre-service teachers, preparation, retention, attraction, curriculum, field experience


This paper reports on outcomes of Phases One and Two of the ALTC Competitive Research and Development Project "Developing Strategies at the Pre-Service Level to Address Critical Teacher Attraction and Retention Issues in Australian Rural, Regional and Remote Schools". This project funded over two years aims to strengthen the capacity and credibility of universities to prepare rural, regional and remote educators, similar to the capacity and credibility that has been created in preparing Australia's rural, regional and remote health workers. There is a strong recognition of the fundamental importance of quality teaching experiences in rural, regional and remote schools and through this project over 200 pre-service teachers have participated in a curriculum module/object and completed a survey that encourages them to consider teaching in regional Western Australia. The project has mapped current Western Australian rural, regional and remote pre-service teacher education curriculum and field experience model. This mapping completed a comparison of national information with the identification of rural, regional and remote education curriculum and/or field experience models used nationally and internationally. In particular results from Phases One and Two will be presented reporting on the findings of the first year of the project.




How to Cite

Trinidad, S., Broadley, T., Terry, E., Boyd, D., Lock, G., Byrne, M., Sharplin, E., & Ledger, S. (2012). Going Bush: Preparing Pre-service Teachers to Teach in Regional Western Australia. Australian and International Journal of Rural Education, 22(1), 39–55. https://doi.org/10.47381/aijre.v22i1.604

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