Listening to Country Voices: Preparing Attracting and Retaining Teachers for Rural and Remote Areas

Abstract

In recent years there has been concern about the equitable provision of education services across metropolitan and rural areas in Australia (Lunn 1997). In particular, much of the debate has revolved around the allocation and distribution of educational and community based resources and the extent to which they hnpact on the lives of teachers living aud working in geographicaliy isolated in areas. Recent political and social debate has highlighted a perceived disenfranchisement and marginalisation of rural and remote community which may be reflected in students learning outcomes in these areas. In this paper we examine two aspects of this debate. Firstly, what issues do local community members highlight as needing to be addressed, in terms of preparing, attracting and retaining teachers for teaching positions in rural and remote areas. Secondly, how can pre-service education courses incorporate the perceived needs of the local community into current programs. In particular, we examine the trial of a mentor/internship program underway at Queensland University of Technology. The program aims to develop partnerships between schools, university, education departments and local communities to better prepare beginning teachers for the particular needs of the rural community.