An Exploration of Preservice Teachers' Readiness for Teaching in Rural and Remote Schools

Autor/inn/en	Hudson, Sue; Young, Kenneth; Thiele, Catherine; Hudson, Peter
Titel	An Exploration of Preservice Teachers' Readiness for Teaching in Rural and Remote Schools
Quelle	In: Australian and International Journal of Rural Education, 30 (2020) 3, S.51-68 (17 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hudson, Sue) ORCID (Young, Kenneth) ORCID (Thiele, Catherine) ORCID (Hudson, Peter)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1839-7387
Schlagwörter	Foreign Countries; Rural Schools; Teacher Competencies; Preservice Teachers; Self Efficacy; Readiness; Teaching Skills; Well Being; Teacher Characteristics; Pedagogical Content Knowledge; Leadership Responsibility; Beginning Teacher Induction; Community Characteristics; Relevance (Education); Occupational Aspiration; Teacher Responsibility; Australia + Suchen Sie Ihr Suchwort? Ausland; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Lehrkunst; Self-efficacy; Selbstwirksamkeit; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Well-being; Wellness; Wohlbefinden; Pädagogische Kompetenz; Relevance; Relevanz; Berufsneigung; Berufsziel; Lehrverpflichtung; Australien
Abstract	Preparing teachers for rural and remote (RR) schools in Australia appears to be an ongoing issue with many schools continuing to experience staff shortages. This research aimed to understand preservice teachers' (n=23) perceptions of their readiness for teaching in RR schools within four theoretical constructs, namely: self, classroom, school, and community. Following a RR professional experience, preservice teachers completed a literature-based Likert scale survey with written response questions to investigate their readiness for teaching in RR communities within the four constructs. Results showed that more than 80% of participants indicated self-readiness for teaching; yet, work recognition (70%), discussing career goals (65%), and having wellbeing supported (61%) had lower percentages. Classroom readiness was indicated by 83% or more of the preservice teachers for seven of the eight items; however, less than half claimed they had trust in the leadership for school readiness. Community readiness had percentages lower than 80% across the eight associated items. The results suggested preservice teachers can be supported during professional experience to promote teaching in RR contexts as a way to overcome teacher shortages. [Notes: (1) The page numbering goes from 51-53, omitting page number 52; and (2) The year shown on the PDF (2000) is incorrect. The correct year is 2020.] (As Provided).
Anmerkungen	Society for the Provision of Education in Rural Australia. P.O. Box 659, Wembly, Western Australia 6913. Tel: +08-9285-0626; e-mail: admin@spera.asn.au; Web site: http://www.spera.asn.au/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01