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Issues in Educational Research, 2024, Vol 34(4), 1285-1312.
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Regional, rural and remote schools as a career choice for Australian pre-service teachers: A decision tree analysis

Marnie Harris, Lynette Vernon, David Rhodes and Christina Gray
Edith Cowan University, Australia

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.
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Authors: Ms Marnie Harris is a Primary Professional Experience Coordinator and lecturer at Edith Cowan University's South West Campus, Western Australia. Her interests include professional experience in regional, rural and remote locations and pre-service teacher well-being.
ORCID: https://orcid.org/0000-0002-4052-1500
Email: marnie.harris@ecu.edu.au

Dr Lynette Vernon, Senior Research Fellow at Edith Cowan University, Western Australia, specialises in student aspirations and pathways to university. With over two decades as a secondary teacher, her experience includes rural teaching in the WA Goldfields, Pilbara, and Central Queensland. She has directed projects enhancing high school students' university access.
ORCID: https://orcid.org/0000-0003-1945-3176
Email: l.vernon@ecu.edu.au

Dr David Rhodes is a Senior Lecturer in the School of Education at Edith Cowan University' South West Campus. His research has a focus on the importance of regional, rural and remote education, and particularly how inclusion and diversity can be embedded into the regional educational experience.
ORCID: https://orcid.org/0000-0003-2532-7475
Email: d.rhodes@ecu.edu.au

Dr Christina Gray is a drama educator and works in initial teacher education coordinating the dance and drama program at Edith Cowan University. Christina's current research seeks to understand ways of combatting student isolation and disconnection in schools and the benefits of collaborative arts experiences in cultivating a sense of belonging and community.
ORCID: https://orcid.org/0000-0001-8464-1961
Email: c.gray@our.ecu.edu.au

Please cite as: Harris, M., Vernon, L., Rhodes, D. & Gray, C. (2024). Regional, rural and remote schools as a career choice for Australian pre-service teachers: A decision tree analysis. Issues in Educational Research, 34(4), 1285-1312. http://www.iier.org.au/iier34/harris.pdf


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Created 13 Dec 2024. Last update: 13 Dec 2024. Website: Roger Atkinson [rjatkinson@bigpond.com]