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Despite persistent calls, few rural-teaching units are offered and none explicitly set rural teaching as an outcome. The article argues that effective rural teacher education must go beyond understanding rurality and place, and address present-day pedagogical requirements, reducing disadvantage created when locational geographic difference intersects economic and cultural difference.",{"@graph":69,"@context":116},[70,84,99],{"@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/teacher-education-for-a-rural-ready-teaching-force-swings-roundabouts-and-slippery-slides-article-6/594063/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Franzy","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What is the main focus of this paper?","Question",{"text":106,"@type":107},"The paper examines how Australian pre-service teacher education addresses rural, regional, and remote schooling, using a fictional rural town illustration to highlight gaps in standards and curricula.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"What do the authors find about rural-focused units in teacher education?",{"text":111,"@type":107},"They find that despite ongoing calls, very few rural-teaching units are available in teacher education courses and there are no courses explicitly targeting rural teaching as an explicit outcome.",{"name":113,"@type":104,"acceptedAnswer":114},"Why do the authors argue effective rural teacher education is necessary?",{"text":115,"@type":107},"They argue that teacher preparation must address pedagogical requirements for present-day rural teaching, because insufficient preparation for locational geographic social difference helps produce and sustain educational disadvantage.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},594063,1792078463,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":56,"language":133,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":134,"faqs":135,"seo_title":136,"seo_description":67,"update_tm":123,"read_time":137},2336478945519,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Australian Journal of Teacher Education  \n\n| Volume 47  Issue 3 | Article 6 |\n| --- | --- |\n| 2022\u003Cbr>Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?\u003Cbr>Philip Roberts\u003Cbr>University of Canberra\u003Cbr>Natalie Downes\u003Cbr>Jo-Anne Reid\u003Cbr>Charles Sturt University\u003Cbr>Follow this and additional works at: [https://ro.ecu.edu.au/ajte](https://ro.ecu.edu.au/ajte)\u003Cbr> Part of the Other Teacher Education and Professional Development Commons |  |\n\nRecommended Citation  \nRoberts, P., Downes, N., & Reid, J. (2022) . Teacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?. Australian Journal of Teacher Education, 47(3) .  \n[http://dx.doi.org/10.14221/ajte.2022v47n3.6](http://dx.doi.org/10.14221/ajte.2022v47n3.6)  \n[This Journal Article is posted at Research Online.](This Journal Article is posted at Research Online.)[ ](This Journal Article is posted at Research Online.)[https://ro.ecu.edu.au/ajte/vol47/iss3/6](https://ro.ecu.edu.au/ajte/vol47/iss3/6)  \nTeacher Education for a Rural-Ready Teaching Force: Swings, Roundabouts, and Slippery Slides?  \nPhilip Roberts  \nUniversity of Canberra  \nNatalie Downes  \nUniversity of Canberra  \nJo-Anne Reid  \nCharles Sturt University  \nAbstract: The preparation of teachers for rural schools has been a  \nsignificant focus of research for many decades. In this paper we  \nupdate previous reports of the extent of Initial Teacher Education  \ncourses that prepare teachers for rural schools in Australia. We  \nfound that despite significant and continued calls for rural teacher  \neducation, there are still very few rural-teaching units offered in teacher education courses, and there are no courses at all that seek this as an explicit outcome. As the Australian Professional Standards for Teaching claim the importance of teachers understanding students and their contexts, we argue that effective teacher education must not only focus on understanding rurality, and developing awareness of the affordances ofplace, but must also address the pedagogical requirements for present day rural teaching. We argue that the lack of teacher preparation for locational, geographic forms of social  \ndifference works to produce and sustain educational disadvantage when these intersect with economic and cultural difference. On this basis we call for government to address this major failing in the provision of education for Australian children through policy change to teaching standards.  \nKeywords: rural; diversity; pre-service teacher education.  \nIntroduction: Swings and Roundabouts…  \n‘Nicole’ started her teaching career as a secondary History teacher in the K-12 Central School at ‘Utopia Plains’, a small town in rural Australia. It was a good 10-hour drive from the capital city she grew up in, where she had found only a little intermittent casual work in the eight months since graduation. Excited to have been given a full-time teaching position at last, she had left very early to avoid the kangaroos she had been warned about, and in the last two hours had passed through only one other small township. She was glad to see‘Tracy’, a community representative, waiting at the school to welcome her. Tracy took her on a tour of the town and to meet ‘John’, the Principal. It was the Friday before the start of Term Three. Nicole was the only new teacher at this stage. John had not managed to fill a position in the primary stages this late in the year, but at least his only casual teacher was lined up for this term, even though she really didn’t want the role full-time. Showing Nicole her timetable, John talked her through the program for her classes. The Head Teacher Secondary  \nwasn’t likely to be back until the next day and Nicole wanted to start planning her lessons. She was excited to have been given the responsibility of a senior History class in her first year, along with her other secondary classes, though she was concerned about the primary drama class sh","cbCaioGliXSaZWfC","https://ap.wps.com/l/cbCaioGliXSaZWfC","pdf",379319,"English","# Abstract\n# Introduction\n## Swings and Roundabouts…\n# Purpose of the Paper","[{\"question\":\"What is the main focus of this paper?\",\"answer\":\"The paper examines how Australian pre-service teacher education addresses rural, regional, and remote schooling, using a fictional rural town illustration to highlight gaps in standards and curricula.\"},{\"question\":\"What do the authors find about rural-focused units in teacher education?\",\"answer\":\"They find that despite ongoing calls, very few rural-teaching units are available in teacher education courses and there are no courses explicitly targeting rural teaching as an explicit outcome.\"},{\"question\":\"Why do the authors argue effective rural teacher education is necessary?\",\"answer\":\"They argue that teacher preparation must address pedagogical requirements for present-day rural teaching, because insufficient preparation for locational geographic social difference helps produce and sustain educational disadvantage.\"}]","Teacher Education for a Rural-Ready Teaching Force - Swings, Roundabouts, and Slippery Slides? - Article 6 | PDF",48]