[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-593797-105":3,"detail-sidebar-cat-0-en-105":85,"doc-detail-593797-en":134},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":78,"head_meta":80,"extra_data":82,"updated_unix":84},105,"en","attracting-preservice-teachers-to-remote-locations-article-9-2018","Attracting Preservice Teachers to Remote Locations - Article 9 - 2018","","Teaching in rural and remote regions presents major challenges for teachers and is prioritized by the Queensland state government as a research focus. Despite incentives intended to attract teachers, the issue remains significant. The study analyzes how a regional university initiative influences preservice teachers’ intentions. Data from responses of preservice teachers in Queensland shows positive attitudinal changes toward applying for rural and remote placements after graduation, highlighting universities’ role in workforce planning.",{"@graph":14,"@context":77},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/attracting-preservice-teachers-to-remote-locations-article-9-2018/593797/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/attracting-preservice-teachers-to-remote-locations-article-9-2018/593797.png","ImageObject",300,407,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-01","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",7,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69,73],{"name":60,"@type":61,"acceptedAnswer":62},"Why is attracting teachers to rural and remote locations a priority in Queensland?","Question",{"text":63,"@type":64},"Rural and remote teaching involves significant challenges, and the Department of Education and Training identifies teacher attraction and retention as a major problem in Queensland.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the study analyze about the regional university initiative?",{"text":68,"@type":64},"The research describes and analyzes the impact of a regional university initiative designed to attract teachers to rural and remote locations in Queensland.",{"name":70,"@type":61,"acceptedAnswer":71},"How were preservice teachers’ responses used in the research?",{"text":72,"@type":64},"The data were gathered by analyzing responses from preservice teachers completing education degrees at a regional university in Queensland.",{"name":74,"@type":61,"acceptedAnswer":75},"What outcomes did the data reveal about preservice teachers’ attitudes?",{"text":76,"@type":64},"The opportunity to experience rural and remote schools and communities produced positive attitudinal changes toward applying for rural and remote placements upon graduation.","https://schema.org",{"og:url":32,"og:type":79,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":81,"canonical":32},"index,follow",{"doc_id":83,"site_id":7},593797,1792120314,{"code":4,"msg":86,"data":87},"success",[88,92,96,100,105,110,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":93,"show_sort_weight":94,"slug":95},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},"Exam",70,"exam",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},5,"Comic",60,"comic",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},6,"Technology",50,"technology",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},"Healthcare",40,"healthcare",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},8,30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":101,"slug":133},19,"General","general",{"code":4,"msg":86,"data":135},{"doc_id":83,"user_id":136,"nickname":42,"user_avatar":11,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":137,"file_id":138,"file_url":139,"file_type":140,"file_size":141,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":142,"language":143,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":144,"faqs":145,"seo_title":146,"seo_description":12,"update_tm":147,"read_time":112,"preview_page_count":4},4398046744996,"Australian Journal of Teacher Education  \n\n| Volume 43 | Issue 2 |  | Article 9 |\n| --- | --- | --- |\n| 2018\u003Cbr>Attracting Preservice Teachers to Locations\u003Cbr>Kenneth D. Young\u003Cbr>University of the Sunshine Coast, [kyoung@usc.edu.au](kyoung@usc.edu.au)\u003Cbr>Peter Grainger\u003Cbr>University of the Sunshine Coast, [peter.grainger@usc.edu.au](peter.grainger@usc.edu.au)\u003Cbr>Dennis James\u003Cbr>University of the Sunshine Coast, [Djames4@usc.edu.au](Djames4@usc.edu.au) | Remote |  |\n\nRecommended Citation  \nYoung, K. D., Grainger, P., & James, D. (2018). Attracting Preservice Teachers to Remote Locations. Australian Journal of Teacher Education, 43 (2).  \n[http://dx.doi.org/10.14221/ajte.2018v43n2.9](http://dx.doi.org/10.14221/ajte.2018v43n2.9)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol43/iss2/9](http://ro.ecu.edu.au/ajte/vol43/iss2/9)  \nAustralian Journal of Teacher Education  \nAttracting Preservice Teachers to Remote Locations  \nKenneth D. Young  \nPeter Grainger  \nDennis James  \nUniversity of the Sunshine Coast  \nAbstract: Teaching in rural/remote regions poses many challenges to  \nteachers and is identified as a priority research area by the state  \ngovernment. Despite initiatives by the Queensland state government and university providers to solve the issue through various incentives  \ndesigned to attract teachers, the problem remains significant. This  \nresearch describes and analyses the impact of a regional university  \ninitiative to attract teachers to rural and remote locations in  \nQueensland. The data was gathered through analysis of responses  \nfrom preservice teachers completing education degrees at a regional  \nuniversity in Queensland. The data revealed that the opportunity to  \nexperience rural and remote schools and communities resulted in  \npositive attitudinal changes towards applying for rural and remote  \nschool placements upon graduation. The results are significant and  \nsuggest that universities have a major role to play in workforce  \nplanning for graduate teachers.  \nKey words: preservice teachers, rural/remote teaching, challenges, attitudes  \nIntroduction  \nAttracting and retaining quality teachers in rural and remote communities in Queensland has long been a major problem for employing bodies (Buetel, Adie, & Hudson, 2011; Campbell & Yates, 2011; Dorman, Kennedy, & Young, 2015; S. Hudson & Millwater, 2009; Lake, 2007; Plunkett & Dyson, 2011; Richards, 2012). A plethora of reasons have been identified as barriers to attracting or retaining teachers to these communities, including personal, social, technological and professional isolation (Plunkett & Dyson, 2011; Hudson, 2008). Teacher attraction and retention in rural and remote communities is identified by the Department of Education and Training (DET) in Queensland as a major problem (DET, 2014) . One reason for this is the decentralised nature of rural communities throughout Queensland (Campbell & Yates, 2011; DET, 2014; P. Hudson & Hudson, 2008; S. Hudson & Millwater, 2009) .  \nThere are currently 471 state schools classified by the Department of Employment and Training (DET) as being situated in an identified rural zone. Additionally, DET has classified 165 state schools as being situated in an identified remote zone (DET, 2017a) . This provides a total of 636 state schools in Queensland classified by DET as being in either an identified rural or remote zone. These figures indicate that 51.5% of Queensland’s 1236 state schools are located in rural and remote zones, and currently provide schooling to around  \n115,000 students each year (DET, 2014) . Clearly, the Department of Education and Training faces substantial logistical, organisational and bureaucratic challenges to deliver schooling to  \nVol 43, 2, February 2018 157  \nAustralian Journal of Teacher Education  \ndiverse communities that are geographically dispersed over the 1.73 million square kilometres of Queensland. Importantly, the terms rural and remote must als","cbCair9ChK6fDmmq","https://ap.wps.com/l/cbCair9ChK6fDmmq","pdf",305749,16,"English","# Introduction\n## Background: teacher attraction and retention in Queensland rural/remote communities\n## Scope: school classifications and geographic context\n## Definitions of remoteness and its implications\n## Policy response and incentive schemes\n## Study focus: regional university initiative","[{\"question\":\"Why is attracting teachers to rural and remote locations a priority in Queensland?\",\"answer\":\"Rural and remote teaching involves significant challenges, and the Department of Education and Training identifies teacher attraction and retention as a major problem in Queensland.\"},{\"question\":\"What did the study analyze about the regional university initiative?\",\"answer\":\"The research describes and analyzes the impact of a regional university initiative designed to attract teachers to rural and remote locations in Queensland.\"},{\"question\":\"How were preservice teachers’ responses used in the research?\",\"answer\":\"The data were gathered by analyzing responses from preservice teachers completing education degrees at a regional university in Queensland.\"},{\"question\":\"What outcomes did the data reveal about preservice teachers’ attitudes?\",\"answer\":\"The opportunity to experience rural and remote schools and communities produced positive attitudinal changes toward applying for rural and remote placements upon graduation.\"}]","Attracting Preservice Teachers to Remote Locations - Article 9 - 2018 | PDF",1792077935]