Influencing Pre-service Teachers' Intentions to Teach in Rural Locations
DOI:
https://doi.org/10.47381/aijre.v25i1.92Keywords:
Remote and rural education, sustainability, vocational identity, targeted intervention, preservice preparationAbstract
Education is seen as a vehicle for supporting sustainability in rural and regional contexts, but attracting and retaining teachers in rural and regional contexts remains an area of concern across Australia as well as internationally. Therefore attracting teachers to rural and remote locations requires targeted intervention during pre-service teacher education. Ninety-nine students enrolled in a Bachelor of Education program offered by the University of Queensland participated in this study. A mixed method approach was used to capture the ways in which the sample of pre-service teachers understood their experiences of 'being, knowing and doing' (Gee, 1996) teaching in rural and remote contexts. The outcomes of this study provide insights into the effectiveness of initial exposure to a targeted online intervention, in terms of challenging pre-existing perceptions of practice in such contexts and the possibilities of accepting a rural and remote teaching position upon graduation. Graduates entering the workforce can find themselves working in contexts of which they have limited experience. As such, preparatory university programs of study need to reflect these changes and ensure that degree programs that are offered do indeed meet the ever-changing needs of the students that enrol, providing them with the necessary knowledge and skills to create a stable vocational identity and to understand the opportunities and challenges that choosing to practice in rural and remote contexts affords.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2015 Henriette van Rensburg, Karen Noble, Peter McIlveen
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.