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<p>Australia’s regional, rural and remote (RRR) areas face persistent teacher shortages, presenting ongoing challenges for schools and education systems. Pre-service and newly graduated teachers represent a potential resource for addressing these shortages, yet many complete their initial teacher training without exposure to RRR schools. Framed by Bronfenbrenner and Morris’s Bioecological Theory of Human Development, this qualitative study explores the current perspectives of pre-service teachers (PSTs) who have undertaken professional experiences in RRR areas. Findings show PSTs’ experience success when they encounter positive multifaceted support, particularly from their mentor teacher and financial assistance. Furthermore, experiences are enhanced when PSTs utilise prior knowledge and preparation, exhibit personal attributes advantageous for undertaking such experience and explore the positive nuances of RRR living. Conversely, the study findings identify areas requiring improvement, including enhanced mentorship, increased financial support, time constraints, and strategies to overcome negative perceptions of RRR areas. Through qualitative analysis, this research amplifies the voices of PSTs, garnering a comprehensive understanding of their experiences in RRR areas. Based on these insights, the study offers recommendations to overcome existing barriers to PST engagement in RRR schools.</p>

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Beyond the city limits: perceptions of pre-service teachers undertaking professional experience in regional, rural and remote schools

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年2月12日

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  • Marnie Harris,
  • David Rhodes,
  • Christina Gray,
  • Lynette Vernon

摘要

Australia’s regional, rural and remote (RRR) areas face persistent teacher shortages, presenting ongoing challenges for schools and education systems. Pre-service and newly graduated teachers represent a potential resource for addressing these shortages, yet many complete their initial teacher training without exposure to RRR schools. Framed by Bronfenbrenner and Morris’s Bioecological Theory of Human Development, this qualitative study explores the current perspectives of pre-service teachers (PSTs) who have undertaken professional experiences in RRR areas. Findings show PSTs’ experience success when they encounter positive multifaceted support, particularly from their mentor teacher and financial assistance. Furthermore, experiences are enhanced when PSTs utilise prior knowledge and preparation, exhibit personal attributes advantageous for undertaking such experience and explore the positive nuances of RRR living. Conversely, the study findings identify areas requiring improvement, including enhanced mentorship, increased financial support, time constraints, and strategies to overcome negative perceptions of RRR areas. Through qualitative analysis, this research amplifies the voices of PSTs, garnering a comprehensive understanding of their experiences in RRR areas. Based on these insights, the study offers recommendations to overcome existing barriers to PST engagement in RRR schools.