Regional, rural and remote: Examining the enablers and barriers that a professional experience presents for the primary pre-service teacher

Professional experience is critical in initial teacher education enabling pre-service teachers to develop their skills in authentic classroom environments. However, with most Australian initial teacher education institutions situated in metropolitan locations, few pre-service teachers undertake experiences in Regional, Rural or Remote (RRR) schools. This lack of exposure presents challenges in preparing, attracting, and retaining teachers in these areas. Despite initiatives to address workforce shortages, little progress has been made. This study aimed to identify enablers and barriers for primary pre-service teachers during RRR professional experiences to address workforce shortages. Using an explanatory sequential mixed methods approach, survey data were quantitatively analysed using descriptive statistics and multi-model classification-decision tree analysis. The analysis revealed professional growth and skill development during RRR professional experiences were the most influential aspects enabling a pre-service teacher’s RRR professional experiences and positively impacted post-graduate decisions for RRR teaching careers. Notably, shorter, well-designed professional experiences were found to be as effective as longer placements in promoting RRR teaching careers. To further contextualise quantitative findings, a subsequent qualitative phase was conducted. Qualitative analysis, using a priori coding, revealed several key aspects contributing to an enabling professional experience in RRR environments. These aspects include multifaceted support, financial assistance, prior knowledge, desirable personal attributes and a positive perception of the nuances of RRR settings. Analysis of the data further revealed participants needed to overcome barriers, namely lack of emotional and financial support, time constraints and the negative nuances of RRR areas to have an enriching RRR experience. The research findings illuminate and strengthen understandings for initial teacher education institutions to develop positive attitudes about and a willingness to relocate to RRR schools and communities upon graduation.