A taste of country: a pre-service teacher rural field trip.
Sharplin, Elaine
INTRODUCTION
For many preservice teachers the concept of teaching in rural
schools is fraught with negative stereotypes and insidious unknowns
(Sharplin, 2002a). With the majority of pre-service teachers drawn from
metropolitan contexts and enrolled in metropolitan based teacher
education courses (Boylan & Wallace, 2007), it is understandable
that anxiety about commencing a career in a rural area is compounded by
fears of isolation, cultural differences and scarcity of resources.
Tertiary rural education units and rural teaching experience have been
identified as fundamental strategies for effective preparation of rural
teachers (Boylan, 2005; Lock, 2007). Similarly, the value of rural
practicums, of varied formats, has been noted and advocated by a range
of professions (Daniels, Van Leit, Skipper, Sanders & Rhyne, 2007;
Miles, Marshall, Rolfe & Noonan, 2003; Munsch & Boylan, 2005).
Penman (2005, p. 81) concluded that "short-term academic
experiences in culturally diverse work places have been shown to
contribute positively to personal and professional development".
However, for preservice teachers with family and employment commitments,
an absence of weeks or months for a rural practicum can represent an
insurmountable financial and personal cost (Halsey, 2005).
Alternatively, rural internships are an option for some preservice
teachers (Sharplin, 2002b).
Within preservice teacher education programs at The University of
Western Australia (UWA), students are encouraged to complete a rural
education practicum through the Student Teacher Rural Experience Program
(STREP) program offered by the Department of Education of Western
Australia (DETWA) (Lock, 2008) or an internship in the last term of
their course. However, since 1999, The Graduate School of Education has
successfully operated an alternative rural teaching experience--a Rural
Education Field Trip. This six-day journey showcases a diversity of
rural communities, landscapes, industries, educational institutions and
forms of educational provision. The Rural Education Field Trip achieves
positive outcomes for a range of stakeholders: the preservice teachers;
the visited schools; and more broadly, rural communities and schools.
THE FIELD TRIP IN CONTEXT
The Rural Education Field Trip is a voluntary component of an
elective unit, Rural Education in Australia, offered in the second
semester of the one year Graduate Diploma of Education (Secondary
Education). The unit is selected by an average of 15 preservice teachers
per year, some of whom elect to complete a rural practicum instead of
the field trip.
In the past, between 10 and 19 preservice teachers have attended
the field trip, with the optimum number being 12. Because of the sizes
of the schools visited, large groups of pre-service teachers cannot be
accommodated in schools without overwhelming the student and teacher
populations. The preservice teachers are accompanied by the unit
coordinator and a bus driver/support staff. A mini-research project on a
self-selected topic related to the unit sessions and readings and a
written reflection on their experiences form part of the unit
assessment. The Field Trip is counted as one week of practicum
experience and is conducted in the first week of the second practicum.
THE RATIONALE
The purpose of the field trip is to familiarise preservice teachers
with rural education contexts, in the broadest sense. To this end, an
itinerary has been shaped to expose them to a diversity of educational
institutions, delivery systems and a diversity of communities supported
by a variety of primary industries. The trip encompasses opportunities
to enjoy the geographic diversity of rural Western Australia, to
socialise with rural teachers, to experience rural community hospitality
and to interact with rural students. The preservice teachers see, first
hand, the resources that are available in schools and towns and the
housing provided by the Department of Housing and Works. The trip
provides real contexts to which they can apply and synthesise their
course theory.
Because the field trip represents one week of practicum, the
preservice teachers, where possible, are placed in classes, from
Kindergarten to Senior Secondary, to observe and teach students, with an
emphasis placed on establishing rapport with students and creating fun
learning activities. The placement of the preservice teachers "out
of field" (that is, in phases of learning other than secondary
teaching and in classes not strictly relevant to their curriculum
expertise) is intended to give the preservice teachers experience out of
their comfort zone and to develop attitudes of flexibility and
adaptability, given that out of field placement is a frequent experience
of rural teacher graduates (Rood, 2007; Sharplin, 2008).
While the itinerary represents quite a punishing schedule, the
travel time between locations and communal meal times provide
opportunities to collaboratively reflect, discuss and argue about their
experiences, perceptions of locations, programmes and rethink attitudes
to contentious issues. As with any "residential" experience,
the preservice teachers form a strong positive rapport, similar to that
experienced by teachers working and living together in rural schools.
THE ITINERARY
The Mid West region (see figure 1) was selected for the field trip
because it offers maximum variation within an accessible distance from
the Perth metropolitan region. The exact itinerary changes from year to
year, depending on opportunities which arise, and in response to student
feedback. The 2009 itinerary is given in table 1 with a description of
the activities undertaken at each location. The itinerary encompasses
visits to four communities, from inland Mount Magnet (600 km from Perth)
to coastal Geraldton and agricultural communities of Mullewa and Morawa.
In each location the primary activity is to teach and observe in
classrooms; however a range of social and informational activities
provides preservice teachers with opportunities to learn about a variety
of support and ancillary services and develop an appreciation of the
broader geographic, cultural and social opportunities of rural and
remote living.
[FIGURE 1 OMITTED]
THE OUTCOMES
The preservice teachers complete an open ended pre and post trip
questionnaire to evaluate the trip and its impact on their: attitudes to
teaching in rural communities; expectations of rural teaching and
living; satisfaction with the field trip experience and recommendations.
This data has been collected for six years, since 2002, however,
complete data were not available for 2003 and 2005 and the trip was not
offered in 2007. Other feedback has been collected anecdotally and from
impromptu sources (verbal comments and unsolicited correspondence). The
questionnaire data was summarised thematically, identifying frequency of
responses. From this data it is evident that the field trip has direct
and indirect outcomes for a variety of stakeholders: the preservice
teachers, the schools, and more generally to the broader rural
communities and their schools.
Preservice Teachers
In 2008, 10 preservice teachers attended the rural Education Field
Trip. Of these, two preservice teachers were part time students
continuing their studies in 2009. Of the remaining eight preservice
teachers, six (75%) commenced a rural placement in 2009, two of these in
schools visited as part of the field trip experience and another within
the region.
A meta-analysis of feedback from alternate years from 2002-2008 on
three key questions is presented in table 2. Respondents were asked how
their ideas about rural education had changed, identifying what
knowledge, skills and experience they had gained and how they had
benefited from participation on the trip. They were asked to comment on
positive and negative aspects of rural and remote teaching observed
during the trip. Findings relating to these questions for an early
cohort are reported in Sharplin (2002a).
Ninety-two percent of preservice teachers indicated that the field
trip provided them with experiences that shaped their understanding of
rural and remote education. Respondents most frequently reported that
the trip had been "an eye-opening experience". Negative
expectations and fears were challenged by the trip. Most reported the
formation of positive attitudes to rural teaching and stronger belief in
their ability to cope with rural and remote situations. A sample of
typical positive comments includes:
Prior to this field trip, when asked if I would ever go rural I
would answer with a definite No! But now that I have had the
opportunity to view the schools and lifestyles my opinion has
definitely changed. (2004)
The idea of teaching in a remote school is a lot less daunting.
(2002)
I guess it's a lot to do with fear of the unknown. Now that I have
visited some rural areas they don't seem so scary. (2002)
This experience has shown me how beneficial it is to be part of a
community and how these communities function. Also becoming aware
of the issues and ways for dealing with these issues has been
great. (2008)
Respondents' identified areas of knowledge gained, such as an
understanding of student literacy and numeracy levels, the diversity of
schools and resourcing, behaviour management approaches and indigenous
education strategies. Some identified the essential characteristics of
the type of rural or remote location they would prefer in terms of size,
geographic or climatic conditions and community attributes. A rare
negative comment was: "this trip has shattered my picture of a nice
country school", but despite this, the respondent indicated an
intention to seek rural employment. When respondents indicated that
their views had not changed, this was frequently because the rural field
trip had affirmed existing positive ideas.
Sixty five percent of preservice teachers attending the Field Trip
over four years indicated they would apply for a rural or remote
position as a new graduate. Of those choosing not to apply for a rural
position, some were continuing their studies and others had existing
personal and employment commitments. All these preservice teachers
indicated their interest in seeking a rural appointment at a subsequent
time in their career. Overall, 73% indicated that they would like to
teach in a rural school at some stage, 16 % indicated they were unsure
and only 10% of respondents indicated they would not seek a rural
appointment. The following comments were typical of those declining
rural employment:
I don't think I could live in a small community, but I could
live in [Regional Centre]. (2002)
However, a decision not to seek a rural appointment can still be
perceived as a positive outcome from the Rural Education Field Trip,
both for the preservice teacher and rural schools. A decision not to
accept a rural appointment may prevent distress for the graduate teacher
and disruption to schools and communities coping with a stressed
teacher, unhappy with their appointment and possibly leading to teacher
turnover.
The comments from the 2008 cohort reflect preservice teachers'
positive evaluation of the experience. For all responding preservice
teachers, in all years, the Rural Education Field Trip has exceeded
their expectations:
This trip was amazing and surpassed my expectations completely! I
was expecting to experience country teaching only, but I was able
to experience the entire lifestyle of being a teacher in a rural or
remote area. I learnt so much over those five days.
I had decided a while ago I would like to teach in the country, but
had always been concerned about the transition, distance and the
expectations. I was always worried about how different the schools
would be from those I had experienced in the city. Having been on
this trip has made me realise I had no reason to be daunted by the
idea of teaching in the country. The schools were far less
intimidating than I expected, and the rewards far outweigh the
concerns most teachers would have.
I have learned more in a week than in a semester of theory-based
stuff. Talking to teachers in these areas was very helpful.
It has been eye-opening and exciting.. we began on such a positive
note but we were also made aware of schools that would not be so
welcoming. We experienced the Ag[ricultural]. School which was a
completely new and amazing experience. Over all, the welcoming
feelings from the small towns were inspiring.
Benefited immensely--knowledge--the diversity required to teach in
a rural community. Constructive engagement with Aboriginal
students. Knowledge of ALS (Aboriginal Literacy Strategy)/
transience and resilience of students.
I have a much deeper understanding of how teachers in rural towns
support each other both at work and socially. Practical knowledge
of the housing available and whether a 4WD is necessary are
important considerations....The field trip was an excellent
opportunity to observe different rural/remote towns. It was
challenging but allowed you to participate in the daily lessons of
the schools and prove the skills you had acquired in the Dip Ed.
In addition, the research projects and reflections submitted as
assessments for the unit further attest to the value of the field trip.
The pre-service teachers are often surprised by the findings of their
research, again showing how their expectations have been challenged and
their reflections convey detailed, thoughtful analysis of the situations
they observed.
The Rural Field Trip has been identified as a very rich learning
experience, allowing preservice teachers to synthesise their course
knowledge, apply their theoretical understandings to real world
contexts, evaluate their personal positions, reflect on their personal
reactions to situations, all occurring in a supportive collaborative
environment.
The Schools
The feedback from principals, teachers and parents, at all the
locations visited, was very positive. The form of this feedback included
oral communication during the trip, letters and emails directly to the
coordinator and submitted to DETWA. The University has open invitations
to return to each location and offers to assist with accommodation of
preservice teachers in future years. The outcomes noted by school staff
include:
* professional learning for school staff from the observation of
teaching approaches and strategies used by preservice teachers,
particularly in specialist secondary areas;
* innovative learning experiences for school children, including
access to specialist equipment (children from one school recalled the
equipment that they had seen the previous year and were able to recall
their learning);
* a morale boost to the school from positive interactions with
other educators; and
* opportunities to network and clarify understandings of curriculum
developments with other educators.
Comments from school staff included:
A breath of fresh air for all of us. (Principal)
Teachers all commented on how effective the lessons were and it
gave them a good opportunity to observe their students and gain
some valuable teaching ideas. (Former Principal)
It was such a refreshing experience to interact with your students
and watch them interact with our students, showcasing engaging and
exciting lesson plans that has had the students here excited about
school. As a teacher who graduated only two years ago, I would have
loved to have had the experience to come out to schools like ours
and see what country teaching can offer new graduates. (Teacher)
Rural Communities and Rural Schools
Direct feedback from the rural community has never been formally
sought as part of the Field Trip evaluation, because it was considered
that direct impact from such a fleeting visit would be difficult to
ascertain. However, anecdotal feedback has been communicated to the
coordinator through unsolicited correspondence and indirect comments
passed on through the schools:
It is extraordinary how long the educational results of your visits
have lasted. Mt Magnet teachers have told me they have seen similar
benefits to their students. Visits like yours open the eye of
students to the opportunities that are available in the wider
world. And they remind the grown-ups that the close connection
between country and city is still there. (Parent)
[The preservice teacher] made a big impression.. he talked about
the lesson a lot. (Parent)
More generally, employment outcomes to rural schools can be seen as
a positive outcome for rural communities. Employment intentions and
outcomes provide an indication of the Field Trip impacting more broadly
on rural teacher recruitment. The 75% rural placement outcome, to date,
for the 2008 cohort indicates very positive outcomes for this year;
however, direct employment outcomes are often difficult to assess
because of the vagaries of the appointment process (teachers can apply
for rural placements in specific locations, but be placed elsewhere).
Employment intentions provide an alternative outcome measure. In
2008 90% of participants on the field trip indicated their intention to
apply for employment in a rural school. Results over four years suggest
that the intention to gain employment in a rural area in the future is
73%.
CHALLENGES?
The presentation of positive outcome data is an accurate indication
of the outcomes achieved from the Rural Education Field Trip. Preservice
teachers have overwhelmingly evaluated the experience as beneficial.
Feedback to the question "How would you change this field trip
experience?" have primarily included conflicting suggestions about
small changes to the itinerary, reflecting personal preferences, the
addition of more "free time", access to more information about
their teaching assignments prior to the trip or "Nothing!"
This feedback has informed small changes to the itinerary over the
years.
Of course, the fleeting nature of the interactions and the short
time spent at each location create an artificial situation which may not
accurately represent the experience of sustained relocation in the
communities. As one respondent noted, "we ought to remember that
both parties were playing the meet and greet game"; however, the
limitation of the 'drop in drop out' structure of the trip is
balanced by the exposure to diversity which is not afforded to
preservice teachers in a single rural placement.
The greatest challenge with the field trip is that surprisingly,
its value has yet to be recognised by the Department of Education
through the provision of any financial support. As with many effective
learning experiences, the ability to offer the trip relies on a
continual search for philanthropic supporters and the generosity of
school communities. Extension of data collection in a systematic way to
other stakeholders may provide further evidence of the positive
outcomes.
CONCLUSION
The rural education field trip has been a highly successful means
for exposing preservice teachers to a diversity of rural educational
contexts, giving them firsthand experience of schools, students,
teachers and rural communities. The trip provides them with an
opportunity to become familiar with the unknown, allowing them to
overcome anxieties and develop confidence in their skills and abilities
as rural teachers. It provides an alternative opportunity for preservice
teachers who are unable to commit to an extended absence from work or
family commitments. The trip represents opportunities for preservice
teachers to engage with rural and particularly indigenous students,
developing their cultural awareness and understanding of rural and
indigenous education issues in context. The learning for all people
associated with the rural education field trip and the requests for
return visits make me entirely committed to the importance of this
opportunity for all stakeholders and the need to extend this opportunity
to others.
REFERENCES
Boylan, C.R. (2005). Designing a course in rural education. C.
Boylan (Ed.), Our Stories: Innovation and Excellence in Rural Education,
(pp 49-58). Proceedings of National Rural Education Conference of the
Society for the Provision of Education in Rural Australia (21st, Darwin,
Northern Territory, Australia, October 2005). Toowoomba, Qld: SPERA.
Boylan, C., and Wallace, A. (2007). Reawakening education policy
and practice in rural Australia. Keynote paper presented at Annual
Society for the Provision of Education in Rural Australia Conference,
2007, Perth WA. Retrieved 6 October, 2009 from
http://www.spera.asn.au/userfiles/files/Boylan%20and
%20Wallace%20Keynote%20Address%202007.pdf
Daniels, Z.M., Van Leit, B.J., Skipper, B.J., Sanders, M.L., and
Rhyne, R.L. (2007). Factors in recruiting and retaining health
professionals for rural practice. The Journal of Rural Health, 23(1),
62-71. Retrieved from
http://www3.interscience.wiley.com/cgibin/fulltext/118541293/PDFSTART Halsey, J. (2005). Preservice country teaching in Australia.
What's happening--what needs to happen? A report on the size,
scope, and issues of preservice country teaching placement programs in
teacher education in Australia. Rural Education Forum Australia.
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http://www.refa.edu.au/data/portal/00004397/content/63324001129609211
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Lock, G. (2008). Preparing Teachers for Rural Appointments: Lessons
from Australia. Rural Educator, 29(2), 24-30.
Lock, G. (2007). The Student Teacher Rural Experience Program:
Preparing Preservice Teachers to Live in Regional Locations. Paper
presented at the 23rd SPERA National Rural Education Conference, Perth,
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in Rural Australia (21st, Darwin, Northern Territory, Australia, October
2005). Toowoomba, Qld: SPERA.
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classroom. The AgeL Retrieved from
http://www.theage.com.au/news/national/teachers-doubtcasts-cloud-over
-classrooms/2007/01/29/1169919275257.html
Sharplin, E.D. (2008). Quality of worklife for rural and remote
teachers: Perspectives of novice, interstate and overseas-qualified
teachers. Unpublished doctoral dissertation, The University of Western
Australia.
Sharplin, E. D. (2002a). Rural retreat or outback hell: Preservice
teachers' expectations of rural and remote teaching. Issues in
Educational Research. 12(1), 49-63.
Sharplin, E. D. (2002b). Having their cake and eating it too:
Preservice teachers' perspectives of internships. Paper presented
at the Australian Association for Research in Education Conference.
Perth, WA. Retrieved 3 March, 2008, from
http://www.aare.edu.au/01pap/sha01713.htm
Elaine Sharplin
University of Western Australia
Table 1. Itinerary for rural education field trip
Description Activity
Sun Place of context and Objective
Travel to Austin Austin Downs is a * Experience
Downs Station, 630 cross generational pastoral station
km sheep station. The context
host is an OT
actively involved in * Talk by station
indigenous health owner--an
programs and parent Occupational Therapy
to three primary and indigenous
school-aged health-education
children, educated issues
via School of the
Air (SOTA). * Interaction with
station children who
are schooled through
Meekatharra School
of the Air (SOTA)
Mon Travel 80km to Mount Magnet is an * Introduction to
Mount Magnet inland community, school context
District High supported by mining
School (MMDHS) and pastoral * Placement in
industries. Recent classes to observe
closures of mines and teach
have seen a
significant decline * Tour of local
in the population. indigenous rock art
sites or local mine
to appreciate the
cultural/economic
context
MMDHS has a student * Meal with staff at
population of 130 local hotel to
with 14 teachers and interact with
3 administrators. broader community
75% students are * Billeted with
indigenous. local staff to see
GROH housing and
discuss experiences
of working and
living in rural
communities
Tues Travel 242 km to Mullewa is located * Introduction to
Mullewa DHS (MDHS) in a prime wheat/ the school context
sheep farming
community. Many * Placement in
pastoralists send classes to observe
their children to and teach
boarding school in
Travel 97 km to Perth or Geraldton. * Talk by Graduate
Geraldton teacher about
first year
MDHS has a student experiences
population of 97
indigenous students.
The school has 11
teachers and 2
administrators
Wed John Willcock Geraldton is a * Introduction to
College/Geraldton coastal regional the school context
Senior College port centre with a
population of over * Placement in
30,000. In addition classes to observe
to the two public and teach
secondary schools,
Geraldton there are three * Visit to see
Residential independent colleges. Boarding facilities
College
John Willcock is a * Presentation by
Middle school (Yr 8- Manager of the
Mid West District 9) with a 1:1 laptop District Office to
Office Tour program for all outline support
students. Geraldton services for new
Senior is a Senior graduates
School (Yr 10-12).
Thur School of the Air This is one of five * Participation in
(SOTA) SOTAs which provide online lessons to
education to SOTA students.
Travel 180 km to geographically Presentation about
Morawa isolated students by the SOTA system and
online, telephone tour of facilities.
and paper-based
media.
Western This is one of five * Introduction to
Australian Agricultural Agricultural
College of Colleges providing College system,
Agriculture education for curriculum, tour of
(Morawa) students in Yr 10- farm and resources
12 in a boarding
facility located on * Tour of community.
a farming complex. Shire presentation
on the Morawa
Educational Alliance
* Opportunity to
socialize with
teachers and
community members at
a community BBQ
Fri Morawa DHS Morawa is a wheat/ * Introduction to
mining community. the school context
Travel 400 to Morawa DHS has 165 * Placement in
Perth students, with 23% classes to observe
indigenous. There and teach
are 13 staff and 3
administrators. * Lunchtime
interaction with
staff
Table 2. Meta-analysis of preservice teacher post-trip feedback in
2002, 2004, 2006 and 2008.
Year No. No. of Have
attending evaluations your
returned ideas
changed?
Yes No
2008 10 10 9 1
2006 11 10 8 2
2004 13 9 9
2002 19 19 18 1
Total 53 48 44 4
Percentage 92% 8%
of Returns
Year Would you teach in a rural Did this trip
school next year? fulfil your
expectations?
Yes Unsure No OC * Yes No
2008 8 1 1 10
2006 4 4 1 10
2004 5 2 2 9
2002 14 2 1 3 19
Total 31 8 5 4 48
Percentage 65% 16% 10% 8% 100%
of Returns
* OC--other commitments
