Author Identifier (ORCID)

Narelle Lemon: https://orcid.org/0000-0003-1396-5488

Marnie Harris: https://orcid.org/0000-0002-4052-1500

Abstract

Highlighting the strengths-based approaches to supporting pre-service teachers, this study explores the diverse and effective wellbeing and self-care practices embedded within regional, rural and remote (RRR) professional experience placements. Drawing on rich qualitative data from podcast conversations, the research emphasises the value of contextually responsive support. Inductive thematic analysis revealed five key enablers of wellbeing: structured support systems, personal wellbeing management, community integration, environment adaption, and professional resilience. These interconnected themes demonstrate that wellbeing in RRR contexts is nurtured through both formal frameworks and individual agency, as well as through meaningful engagement with place and community. Podcasting as method enabled authentic, reflective storytelling, amplifying the voices of those immersed in the experiences. This study highlights the importance of fostering support, strength-focused environments that sustain the wellbeing and professional growth of future educators in RRR settings.

Document Type

Journal Article

Date of Publication

12-1-2025

Volume

52

Issue

6

Publication Title

Australian Educational Researcher

Publisher

Springer

School

School of Education

RAS ID

84277

Creative Commons License

Creative Commons Attribution 4.0 License
This work is licensed under a Creative Commons Attribution 4.0 License.

Comments

Lemon, N., & Harris, M. (2025). Understanding regional, rural and remote teacher wellbeing narratives through podcasting: A qualitative analysis of multiple stakeholder perspectives. The Australian Educational Researcher, 52(6), 4655–4681. https://doi.org/10.1007/s13384-025-00914-5

First Page

4655

Last Page

4681

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Link to publisher version (DOI)

10.1007/s13384-025-00914-5