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Initial teacher education is not the problem retaining teachers in regional rural and remote schools692.69 kB
Published VersionCC BY-NC-ND V4.0, Open Access
Journal article
Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools
Discourse, Vol.46(2), pp.250-262
2025
Abstract
This abstract presents an analysis of federal policies concerning rural, regional, and remote (RRR) teaching, focusing on initial teacher education and teaching quality within these areas. The study utilises Bacchi's 'What's the Problem Represented to Be?' (WPR) approach to interrogate the framing of RRR teaching issues within policy discourse. Through a comprehensive review of two federal policies, this analysis explores how the design and implementation of teacher education programmes are placed to address the challenges in providing quality education in RRR areas. We underscore the importance of critically examining policy representations to better understand and address the complex issues surrounding RRR teachers and teaching.
Details
- Title
- Initial teacher education is not the problem: retaining teachers in regional, rural, and remote schools
- Authors
- Sarah James (Corresponding Author) - Queensland University of TechnologyMegan Schroder - Queensland University of TechnologyAnna Hogan - Queensland University of Technology
- Publication details
- Discourse, Vol.46(2), pp.250-262
- Publisher
- Routledge
- Date published
- 2025
- DOI
- 10.1080/01596306.2024.2402388
- ISSN
- 1469-3739; 0159-6306
- Copyright note
- © 2024 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group. This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. The terms on which this article has been published allow the posting of the Accepted Manuscript in a repository by the author(s) or with their consent.
- Grant note
- This work was supported by Queensland University of Technology.
- Organisation Unit
- School of Education and Tertiary Access
- Language
- English
- Record Identifier
- 991113048202621
- Output Type
- Journal article
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- Education & Educational Research
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