Abstract
This study explores the experiences and perspectives of individuals involved in rural, remote, and international professional experience, with a particular focus on the support provided to pre-service teachers. Drawing on data generated through a series of in-depth podcast interviews, the research foregrounds the relational and contextual dimensions of teacher preparation across rural, remote, and international settings. Rural and remote communities face ongoing challenges in attracting and retaining teachers; therefore, this study explored the vital role that partnerships and supportive networks play in preparing pre-service teachers to succeed in these and other unfamiliar professional experience contexts. Through thematic analysis, the research identified key enablers such as strong mentorship, community integration, and professional identity development. By drawing on perspectives across professional roles through podcasting—an emerging qualitative method—this work aims to emphasise the transformative potential of a shared commitment to nurturing well-supported educators in these essential communities.
Keywords
international, podcast, Professional experience, remote, rural
Document Type
Journal Article
Date of Publication
1-1-2026
E-ISSN
14701278
ISSN
13540602
Publication Title
Teachers and Teaching Theory and Practice
Publisher
Taylor & Francis
School
School of Education
RAS ID
100066
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Recommended Citation
Harris, M., & Lemon, N. (2026). Shared stories, diverse settings: A podcast analysis of stakeholder experiences in rural, remote, and international professional experience. Teachers and Teaching. Advance online publication. https://doi.org/10.1080/13540602.2026.2709484