Changing preservice teachers' attitudes for teaching in rural schools
Australia continues to face teaching shortages in rural schools. Indeed, preservice teachers may be reluctant to apply for rural teaching positions, particularly as most have had no rural teaching experiences. What may motivate non-rural preservice teachers to seek employment in rural schools? This study investigates 17 preservice teachers' first experiences of teaching and living in rural areas. These second and third-year preservice teachers were involved in a five-day rural experience, which included interacting with local communities, living with host families, observing teaching practices, and teaching rural middle-school students. These selfnominated preservice teachers were placed in a variety of rural schools centred around a feeder high school. Data from written transcripts before their rural placements and reflections on their teaching and rural experiences indicated very significant attitudinal changes for teaching in rural areas and dispelled misconceptions about rural living and teaching. Non-rural universities can contribute towards motivating their preservice teachers to seek employment in rural areas. Providing these preservice teachers with a rural experience can create attitudinal changes for teaching and living in rural areas.
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|Item Type:||Journal Article|
|Additional Information:||The contents of this journal can be freely accessed online via the journal's web page (see hypertext link).|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > Schools > School of Cultural & Professional Learning
Current > Schools > School of Curriculum
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2008 Australian Journal of Teacher Education|
|Deposited On:||21 Aug 2008 00:00|
|Last Modified:||27 Oct 2014 04:57|
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