Listening and learning: Pre-service teachers’ reflections on immersion in remote education

This study explored the experiences and reflections of pre-service teachers who participated in an inaugural remote study tour embedded within an initial teacher education program in Western Australia. In response to persistent staffing shortages and inequitable educational access for students in rural and remote communities, this qualitative analysis of reflective accounts examined how participation in a short-term remote immersion program contributed to professional learning, contextual understanding, and career intentions. Findings indicated that place-based immersion in remote schools and communities fostered professional adaptability, cultural awareness, and relational practice while challenging misconceptions about remote teaching and living. Participants described shifts from conceptual interest to informed connection, demonstrating increased confidence and openness towards rural and remote careers. The study contributes to rural and remote teacher preparation literature by demonstrating how structured, place-based immersion within initial teacher education supports the development of contextually responsive graduates and strengthens the sustainability of rural and remote schooling in ways that extend beyond traditional professional experience models.