Preparing Preservice Teachers for Rural Teaching Through Professional Learning During Teaching Practice

Resource deficit in rural schools has been reported to affect recruitment and retention of teachers. However, many researchers focus on external factors that can attract teachers to teach in rural schools. This study explores teacher educators’ and preservice teachers’ perspectives on strategies that may equip preservice teachers with professional learning during their teaching practice to attract them to teaching and staying in rural schools. The study was conducted at the University of Dar es Salaam (Dar es Salaam University College of Education-DUCE). Data were collected through face-to-face interviews and focus group discussions conducted with 5 teacher educators and 33 preservice teachers. The findings indicate that rural schools in Tanzania are characterized by geographical isolation, unreliable access to social services, poverty, and teaching resource deficits, which result in poor teaching and living conditions and attrition of teachers. To improve the quality of teaching and education at large, preservice teachers have to be equipped with professional learning to enable them to adapt to and transact with rural environments. These professional learning strategies include implementing a rural-integrated curriculum, reflective practices, and collaborative problem-solving projects. Also, preservice teachers should be empowered to use resources available in rural areas by being engaged in rural communities. It has been established that, for professional learning to be effective, teacher educators should be competent enough to supervise preservice teachers effectively. Implications for policy, practice, and further research are provided.