“What does Place Bring to my Teaching?”

Professional Dissonance and the Development of Rural Consciousness

Authors

Keywords:

rural regional and remote teaching, teacher education, early career teachers, rural consciousness, teacher attraction, teacher attrition

Abstract

Australia’s teacher shortage has reached critical levels, particularly in rural, regional and remote (RRR) areas. Searching for solutions to attract and retain teachers in RRR locations is fundamental to providing equitable access to education for all Australian children and young people. This phenomenological case study research takes a strength-based approach to promoting teaching in RRR locations to pre-service teachers, by investigating the professional, economic, cultural, social, and personal experiences of early career teachers working in RRR teaching positions. A thematic analysis of in-depth semi-structured interviews were conducted which revealed the professional dissonance early career teachers experienced during cultural adjustment. Findings suggest ways early career teachers recalibrated their pre-conceived and accepted cultural norms from their places of origin to embrace and connect with community, both within school and the wider location. Thematic analysis further identified five broad areas participants contemplate prior to undertaking a teaching position in a RRR context: locational, emotional, social, cultural, and professional circumstances. These findings can be used for Initial Teacher Education providers to support their pre-service teachers to better understand the challenges and benefits of teaching in RRR contexts. In doing so, early career teachers would be better prepared to address the professional dissonance they will experience teaching in RRR locations through the development of a constructive rural consciousness. If more teachers can be attracted to RRR locations, then this will go some way to redressing the current imbalance and improve educational outcomes for children in diverse and marginalised RRR locations.

Author Biography

Sharon Louth, University of the Sunshine Coast

Dr Sharon Louth’s research and teaching practices involve the use of inclusive, cooperative and motivational learning strategies which generate self-efficacy and empower students to become successful learners. Sharon is passionate about increasing educational outcomes for people from all walks of life, and collaborates with community stakeholders to facilitate sustainable, inclusive teaching and learning practices. Sharon is a part of the Transcultural and Indigenous Pedagogies Research Group at UniSC.

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Published

28-11-2024

How to Cite

Louth, S. (2024). “What does Place Bring to my Teaching?” : Professional Dissonance and the Development of Rural Consciousness. Australian and International Journal of Rural Education, 1–16. Retrieved from https://journal.spera.asn.au/index.php/AIJRE/article/view/759

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Section

JOURNAL PAPERS