Encouraging quality teaching staff to apply for and accept teaching placements in rural and remote locations is an ongoing concern internationally. The value of different support mechanisms provided for pre-service teachers attending a rural and remote practicum are investigated through theories of place and the school-community nexus. Qualitative data regarding the experiences of the pre-service teachers were collected through interviews and case study notes. This project adds to our understanding of practicum in rural areas by employing a conceptual understanding of place to propose how the experiences of a four-week practicum may contribute to urban pre-service teachers’ conceptions of work and life in a rural community.
 The term practicum is used here but may also be referred to as: prac, field experience, work experience, internship.
& Barton, G.
Urban pre-service teachers’ conceptions of teaching in rural communities.
Australian Journal of Teacher Education, 37(6).