An opinion is presented that the relationship between teacher education and the sustainability of rural communities is reciprocal. Such a reciprocal relationship is explored using research findings of an Australian Research Council funded project (2008-2010) of schools and communities that identified sustainable practices concerning staff recruitment and retention. The paper discusses the context of the study, its method and conceptual framework as well as emerging themes from twenty case studies across Australia. The implications of these themes in terms of better preparing a future rural teacher workforce are examined.
|Number of pages||12|
|Journal||Education in Rural Australia|
|Publication status||Published - 2011|
White, S., Lock, G., Hastings, W., Cooper, M., Reid, J-A., & Green, W. (2011). Investing in sustainable and resilient rural social space: lessons for teacher education. Education in Rural Australia, 21(1), 67-78.