Regional, rural and remote schools as a career choice for Australian pre-service teachers: A decision tree analysis

• Published in: Issues in educational research Vol. 34; no. 4; pp. 1285 - 1312
• Main Authors: Harris, Marnie, Vernon, Lynette, Rhodes, David, Gray, Christina
• Format: Journal Article
• Language: English
• Published: Perth, WA Institutes for Educational Research in NSW, SA and WA 01.12.2024
• Subjects: Career Choice; Classroom environment; Curricula; Decision trees; Preservice Teacher Education; Preservice teachers; Professional Education; Psychological aspects; Rural schools; Skill Development; Social aspects; Social Support Groups; Student teachers; Supervision of; Teacher Competency Testing; Teacher education; Teacher Shortage; Teacher shortages; Teaching; Vocational guidance
• ISSN: 0313-7155; 1837-6290

Professional experience is crucial in initial teacher education, enabling pre-service teachers to develop their skills in authentic classroom settings. However, with most Australian initial teacher education institutions located in metropolitan areas, few pre- service teachers undertake experiences in regional, rural or remote (RRR) schools, presenting challenges in preparing, attracting, and retaining teachers in these areas. Despite initiatives to address RRR teacher shortages, little progress has been made. Our study aimed to identify enablers and barriers for primary pre-service teachers during RRR professional experiences to address workforce shortages. Data were quantitatively analysed using multi-model classification-decision tree analysis. The analysis revealed professional growth and skill development during RRR professional experiences were the most influential factors in pre-service teachers' decisions to pursue RRR teaching positions. Notably, shorter, well-designed professional experiences were found to be as effective as longer placements in promoting RRR teaching careers. Other factors, such as social connections, support networks, and feelings of isolation, also played a role in pre- service teachers' decisions. The research findings illuminate and strengthen understandings for initial teacher education institutions to promote enablers and mitigate identified barriers to encourage more pre-service teachers to develop positive attitudes about and a willingness to relocate to RRR schools and communities upon graduation.