Rural Exposures: An Examination of Three Initiatives to Introduce and Immerse Preservice Teachers into Rural Communities and Rural Schools in the U.S. and Australia

Robert Mitchell,James Hicks,Kristofer Olsen,Danette Long,Patrick Hampton,Allison Wynhoff Olsen

doi:10.35608/ruraled.v40i2.847

Abstract

One ongoing challenge that educator preparation programs frequently encounter is their limited ability to authentically expose preservice teachers (PSTs) to rural schools and potential careers in rural school districts. To remedy this concern, faculty at three institutions in both the United States and Australia have developed targeted initiatives designed to provide initial exposure to rural schools, build a rural-intensive element within a practicum course, and establish rural immersion experiences for PSTs. A detailed look at the structure of these programs, a comparison of these three diverse approaches, and recommendations for the expansion and sustainability of these efforts are highlighted within this narrative. Through this comparison of activities being advanced in both countries, the authors provide a better understanding of the options and effectiveness related to initial rural school exposure.

Highlights

The typical educator preparation program provides preservice teachers (PSTs) the opportunity to learn and work alongside established teachers in an effort to provide practical classroom experience, as well as to comply with governmental requirements for fieldwork hours and student teaching experiences
Issues related to housing of students in rural areas, the provision of adequate supervision, and the need to partner student teachers with highlyskilled, experienced educators all play a part in limiting the number of PSTs who are able to experience a rural school placement or rural field experience during their educator preparation program
For those PSTs who may have interest in pursuing a role in a rural school or remote community, these limitations are significant as they restrict opportunities to learn about the unique structure and teaching methodologies in rural schools

Summary

Introduction

The typical educator preparation program provides preservice teachers (PSTs) the opportunity to learn and work alongside established teachers in an effort to provide practical classroom experience, as well as to comply with governmental requirements for fieldwork hours and student teaching experiences. Issues related to housing of students in rural areas, the provision of adequate supervision, and the need to partner student teachers with highlyskilled, experienced educators all play a part in limiting the number of PSTs who are able to experience a rural school placement or rural field experience during their educator preparation program For those PSTs who may have interest in pursuing a role in a rural school or remote community, these limitations are significant as they restrict opportunities to learn about the unique structure and teaching methodologies in rural schools. The need for the university to continue to provide resources for rural practicum placements will likely increase in the future with ongoing state initiatives to expand the number of stipends available and increase the funding amount for qualified, individual PSTs. In 2019, eight individuals who previously participated in these short-term rural visits were involved in the institution’s initial longer-term, immersion initiative that provided PSTs rural school and rural community experiences over a two-week span.

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