How Can Teachers Be Better Prepared for Rural Teaching and Learn to Overcome Professional Isolation?

HOW CAN TEACHERS BE BETTER PREPARED FOR RURAL TEACHING AND LEARN TO OVERCOME PROFESSIONAL ISOLATION?

Rurality as a concept is appealing (Henry, 1998, p.401) and is often seen as a pleasant disruption to the somewhat fast-paced urban lifestyle that we can become caught up in. However this perceived idyllic lifestyle may be coupled with visions of an outback hell (Sharplin, 2002) with teachers coming to terms with the professional and personal isolation of a rural community. This difficult adjustment for not only new graduate teachers but also experienced teachers must be faced with an optimistic outlook and seized as a rich learning experience. I believe than an investment of effort can often produce both personal and professional fulfillment, but how can educators embrace the opportunities that await them in rural communities?

Perhaps one of the difficulties in regard to adjusting to the differing lifestyle is that teachers have vague expectations of what is involved in culture of rural life. The stark contrast between working and residing in a rural community and that of an urban environment has been compared to “life in a fishbowl” which may require considerable personal resources for teachers to adjust to new circumstances (Stevens, 1998, p.395), however this must not necessarily be perceived as a negative. Research indicates that teachers are generally embraced by the community and held in high regard by local people (Boylan & McSwan, 1998), however teachers too must make a determined effort to be accepted and assimilate into the community.

Accepting the need to embark upon a different lifestyle may be the first obstacle to overcome as a new teacher to a rural community. Observing the community and the way in which it functions will most certainly enable a newcomer to identify issues and build background knowledge in relation to the populace. Once comfortable with the protocols of the community, becoming actively involved in community life whilst still maintaining a level of professionalism can alleviate the

isolation that may initially be encountered on both a personal and professional level.

Preparation programs play a crucial role in assisting the transition to rural settings (Mathews, Carr & Hudson, 2001). Pre-service training for teachers in the area of rural teaching should be a compulsory component of all university experience. Although rural teaching may not be encountered by all, an illustration of what may lay ahead could alleviate in some way the apprehension felt by many, especially those who have never resided or been employed in rural communities. Issues to be examined in pre-service education programs should include rural sociology, teaching in rural communities, the use of telecommunications and internet technology (Boylan, 1994), and strategies to construct resource networks, which can be an invaluable source of guidance.

Professional support of rural teachers should be offered through our education systems providing mentors in the form of experienced teachers thus promoting a sense of collegiality between rural educators. Mentorship has long been recognised as even more vital to beginning rural practitioners to overcome the tremendous feeling of professional isolation that they experience in their first year (AHREOC, 2001). This guidance would lessen the anxiety felt by many and ensure that quality time could be spent developing relationships with students and the wider rural community. Not only does the induction program benefit the beginning teacher but it also contributes to the professional development of the more experienced teacher who acts as a mentor (Killion, 1990). As well as supporting the orientation of new teachers, this system would in turn enhance the status of rural teaching with knowledge that professional assistance is on hand.

One of the main concerns