Beginning teaching in rural-remote schools: implications for critical teacher development.

Abstract:

This article reports the findings of the authors conversations with beginning teachers posted to rural-remote schools in Western Australia. The stories provide some insight into the personal-professional dilemmas, tensions and constraints that new teachers encounter in the transition to teaching and living in rural-remote communities. The article explores the implications of these stories for teacher education, in particular the challenge of producing critically reflective practitioners who are committed to not only understanding their social and cultural contexts but challenging and changing it.