| Title: |
'Selling' the Rural to Pre-Service Teachers: The Role of Marketing in Rural Placement Programs |
| Language: |
English |
| Authors: |
Ondine Bradbury (ORCID 0000-0002-5721-8313); Tim Fish; Melyssa Fuqua; Ana Larsen; Richard O'Donovan |
| Source: |
Australian Educational Researcher. 2026 53(1). |
| Availability: |
Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/ |
| Peer Reviewed: |
Y |
| Publication Date: |
2026 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
Preservice Teachers; Marketing; Rural Education; Rural Schools; Teacher Placement; Life Style; Cultural Capital; Incentives |
| DOI: |
10.1007/s13384-025-00940-3 |
| ISSN: |
0311-6999; 2210-5328 |
| Abstract: |
Rural placements are a long-standing strategy employed to encourage pre-service teachers (PSTs) to consider teaching in areas often prioritised in workforce planning due to ongoing staffing challenges. While policy has focused on offering placement incentives, less attention has been paid to how rural placements are actually 'sold' and how this marketing shapes how PSTs come to understand rural teaching. This study examines the marketing of rural placement incentives and investigates how rural teaching and community life are portrayed. Employing qualitative content analysis of publicly available web-based marketing materials, this study explores how marketing depicts rurality through themes of opportunity, support, and lifestyle, and considers how such framing may influence PSTs' access to rural cultural capital. Findings revealed a tension between institutional portrayals of rural placements as 'supported adventures' and the underlying need to counter deficit assumptions. Unlike most metropolitan placements, which typically require no promotional framing, rural placements are marketed through a dual strategy of financial incentives and compensatory narratives designed to reframe rurality as both desirable and supported. Notably, rural communities appeared to have limited input into these strategies, raising concerns about the underrepresentation of rural voice. This paper aims to extend the conversation beyond support structures alone, turning attention to how rural is 'sold' to PSTs shaping how they see rural schools, how they interpret the intent of incentives, and how they begin to imagine what it means to become a teacher in rural communities. |
| Abstractor: |
As Provided |
| Entry Date: |
2026 |
| Accession Number: |
EJ1499142 |
| Database: |
ERIC |