Improving Professional Learning in Rural Areas: Implications for Teacher Education Practice from Australia and Korea

Abstract

This paper discusses implications for professional teacher learning that emerged in the process of developing research collaborations between two university-based research centres in Australia and South Korea. Several issues emerged as common. These include: 1. the low academic achievement of students in rural areas compared to those in metropolitan areas; 2. the willingness of Federal Governments in both countries to provide funds to help address concerns of rural education; 3. the difficulty to recruit and retain teachers in rural areas; and 4. the importance of having highly experienced and qualified teachers in rural areas. The approach adopted by both countries to meet their common concerns is different. In Australia the focus was on school students and working professionally with in-service teachers. In Korea the focus was on improving the preparation of pre-service teachers so that they are better equipped to meet the demands of a rural placement. This paper starts with the empirical evidence for the impact of education on economic growth; then briefly describes the purpose and structure of the two research groups. This is followed by an analysis of student performance. Some current endeavours are discussed to elaborate the approach adopted in each country. Finally, implications that inform teacher education practice are drawn from the research and professional learning activities carried out.