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This study examines 17 preservice teachers’ first experiences of teaching and living in rural areas through a five-day program. Participants interacted with local communities, lived with host families, observed teaching, and taught rural middle-school students. Written transcripts and reflections showed very significant attitudinal changes and dispelled misconceptions.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/changing-preservice-teachers-attitudes-for-teaching-in-rural-schools-issue-6/593660/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/changing-preservice-teachers-attitudes-for-teaching-in-rural-schools-issue-6/593660.png","ImageObject",300,407,{"name":92,"@type":93},"Jasmine","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-05","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why might preservice teachers be reluctant to seek rural teaching positions?","Question",{"text":112,"@type":113},"Many preservice teachers have had no rural teaching experience, which can contribute to reluctance to apply for rural roles.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What did the rural experience program for preservice teachers include?",{"text":117,"@type":113},"The five-day experience involved interacting with local communities, living with host families, observing teaching practices, and teaching rural middle-school students.",{"name":119,"@type":110,"acceptedAnswer":120},"How were attitudinal changes and misconceptions evaluated?",{"text":121,"@type":113},"Attitudinal changes were identified through written transcripts before the rural placement and reflections on teaching and rural experiences.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},593660,1792231766,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},2336478487870,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 33 | Issue 4 | Article 6 |\n| --- | --- |\n| 2008\u003Cbr>Changing Preservice Teachers’ Attitudes for Teaching in Rural Schools.\u003Cbr>Peter Hudson\u003Cbr>Queensland University of Technology\u003Cbr>Sue Hudson\u003Cbr>Queensland University of Technology |  |\n\nRecommended Citation  \nHudson, P., & Hudson, S. (2008). Changing Preservice Teachers’ Attitudes for Teaching in Rural Schools.. Australian Journal of Teacher Education, 33 (4).  \n[http://dx.doi.org/10.14221/ajte.2008v33n4.6](http://dx.doi.org/10.14221/ajte.2008v33n4.6)  \nThis Journal Article is posted at Research Online.  \n[http://ro.ecu.edu.au/ajte/vol33/iss4/6](http://ro.ecu.edu.au/ajte/vol33/iss4/6)  \nAustralian Journal of Teacher Education  \nChanging Preservice Teachers’Attitudes For Teaching In Rural Schools  \nPeter Hudson & Sue Hudson  \nQueensland University of Technology  \nAbstract: Australia continues to face teaching shortages in rural  \nschools. Indeed, preservice teachers may be reluctant to apply for  \nrural teaching positions, particularly as most have had no rural  \nteaching experiences. What may motivate non-rural preservice  \nteachers to seek employment in rural schools? This study investigates  \n17 preservice teachers’first experiences of teaching and living in  \nrural areas. These second and third-year preservice teachers were  \ninvolved in a five-day rural experience, which included interacting  \nwith local communities, living with host families, observing teaching  \npractices, and teaching rural middle-school students. These self  \nnominated preservice teachers wereplaced in a variety of rural  \nschools centred around a feeder high school. Data from written  \ntranscripts before their rural placements and reflections on their  \nteaching and rural experiences indicated very significant attitudinal  \nchanges for teaching in rural areas and dispelled misconceptions  \nabout rural living and teaching. Non-rural universities can contribute  \ntowards motivating their preservice teachers to seek employment in  \nrural areas. Providing these preservice teachers with a rural  \nexperience can create attitudinal changes for teaching and living in  \nrural areas.  \nIssues for Rural Schools  \nTeacher shortages in rural schools have been an issue for many decades in Australia (Lyons, Cooksey, Panizzon, Parnell, & Pegg, 2006), and the last decade has been no exception (Australian Education Union, 2001; Gregson, Waters, & Gruppetta, 2006) . Educators have highlighted this shortage as a national crisis for rural Australia (White, Green, Reid, Lock, Hastings, & Cooper, 2008). This problem has affected rural teaching and leadership roles. Australia has a growing shortage of school leaders (Mulford, 2003), and “was likely to face increasing shortages of teachers due to age-based retirement”(MCEETYA, 2004, p. 1), which may further affect filling leadership and teaching roles. Yet, this problem is not specific to Australia, for example, the United States is experiencing shortages (Martinez, 2004), and England has a severe shortage of head teachers in rural areas ([Politics.co.uk](Politics.co.uk), 2007). There is also a shortfall for specialist teachers in rural schools, such as science teachers (Harris & Farrell, 2007) and mathematics teachers (Williams, 2005), which is not unlike cases in the United States (Collins, 1999) . Australia’s relatively small population scattered throughout a wide country intensifies the problem of teacher shortages.  \nSocial, cultural, and professional isolation may be reasons for losing rural teachers (Collins, 1999) . Geographical isolation with strong cultural differences such as recent immigrants, Indigenous people, or isolated rural dwellers may present issues for retaining teachers in rural schools (Watson & Hatton, 1995) . Classroom burnout also appears to trigger an exodus from rural classrooms. According to The Age (26 February, 2007)“Younger teachers point to  \nVol 33, 4, August 2008 67  \nAustralian Journal of T","cbCaioFpVZeOmAu9","https://ap.wps.com/l/cbCaioFpVZeOmAu9","pdf",207368,12,"English","# Abstract\n## Issues for Rural Schools\n## Teacher shortages in rural schools\n## Reasons for losing rural teachers\n## Equity for rural students","[{\"question\":\"Why might preservice teachers be reluctant to seek rural teaching positions?\",\"answer\":\"Many preservice teachers have had no rural teaching experience, which can contribute to reluctance to apply for rural roles.\"},{\"question\":\"What did the rural experience program for preservice teachers include?\",\"answer\":\"The five-day experience involved interacting with local communities, living with host families, observing teaching practices, and teaching rural middle-school students.\"},{\"question\":\"How were attitudinal changes and misconceptions evaluated?\",\"answer\":\"Attitudinal changes were identified through written transcripts before the rural placement and reflections on teaching and rural experiences.\"}]","Changing Preservice Teachers’ Attitudes For Teaching In Rural Schools - Issue 6 | PDF",1792077665]