Beyond window shopping

Using stakeholder narratives to inform the design and impact of Australian non-metropolitan teacher placements

Authors

DOI:

https://doi.org/10.47381/aijre.v36i1.802

Keywords:

non-metropolitan, placement design, initial teacher education, preservice teachers, university-school partnership, stakeholder agency

Abstract

Despite decades of policies and interventions, challenges in sustaining a consistent pipeline of teachers to meet the needs of Australian non-metropolitan areas remain unresolved. Legislative frameworks and policies emphasise that initial teacher education providers take steps to better prepare preservice teachers for these diverse contexts. In response, government-funded alliances have been established between universities and clusters of regional schools, aiming to deliver supported professional experience placements in such settings. To inform the future design of these initiatives, this study examines one university-school partnership situated in a south-eastern Australia locality, classified as ‘regional’. Using a figured worlds methodology, the study draws on the collective narratives of multiple stakeholders including teacher educators, mentor teachers, a principal, and preservice teachers. Findings emphasise that to move beyond “window shopping” experiences, stakeholder agency must be central to any placement design. While funding and policy discussions emphasise investment in teacher education, the real challenge lies in aligning these efforts with the lived experiences of educators and communities in non-metropolitan areas. This study suggests that for long term impact, a more sustainable and community-driven approach is needed to address the realities of preparing teachers for these contexts.

Author Biographies

Allison Byth, Monash University

Allison is a Lecturer in the Faculty of Education at Monash University, within the school of Curriculum, Teaching and Inclusive Education. Allison's research generates new knowledge in mentoring and coaching within initial teacher education. She collaborates to explore the intersections between universities and educational settings in preparing teacher educators.

Melanie Nash, RMIT University

Melanie Nash is an Associate Professor in the School of Education. With a rich background spanning both secondary school environments and teacher education, Melanie’s research focus encompasses exploring the impact of professional practice experiences (WIL), fostering collaborative design for school-university partnerships and advancing the preparation of science teachers.

Ondine Bradbury, Swinburne University of Technology

Ondine Bradbury, is a lecturer in the School of Social Sciences, Media, Film and Education

Angela Fitzgerald, RMIT University

Ange is nationally and internationally recognised for her academic activities that promote and enhance the professional practice of both pre-service and in-service teachers. She describes her research as both conceptual and pragmatic as she navigates the world of the pracademic. Ange seeks to understand what defines effective teaching practices and environments as well as provide evidence-based practical implications and insights for educators.

Simone White, RMIT University

Simone is a Professor and Dean of the School of Education. She is a leading expert in teacher education and professional learning, focusing on the best ways to prepare teachers for diverse contexts, in particular rural, regional and remote settings. Her research explores the fields of teacher education policy, teacher learning, professional experience and building and maintaining school-university/community partnerships

Emilio Kardaris , RMIT University

Emilio Kardaris is a Lecturer in the School of Health and Biomedical Sciences. As an early career academic, Emilio is passionate about the scholarship of Teaching and Learning in the Higher Education space. He has particular interests in collaborative practice, constructivist pedagogy, the power of feedback and authentic assessment.

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Published

06-03-2026

How to Cite

Byth, A., Nash, M., Bradbury, O., Fitzgerald, A., White, S., & Kardaris , E. (2026). Beyond window shopping: Using stakeholder narratives to inform the design and impact of Australian non-metropolitan teacher placements. Australian and International Journal of Rural Education, 36(1), 132–149. https://doi.org/10.47381/aijre.v36i1.802

Issue

Vol. 36 No. 1 (2026): What's Rural About Rural Education Research

Section

JOURNAL PAPERS

License

Copyright (c) 2025 Allison Byth, Melanie Nash, Ondine Bradbury, Angela Fitzgerald, Simone White, Emilio Kardaris

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