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Abstract
In less-developed countries schools in remote rural areas are likely to be poor in quality. One important aspect of this in certain contexts is the comparatively low quality of teachers and the high rate of teacher turnover in rural schools in these areas. It is likely that contributory factors are the ways in which posting and transfer procedures operate^ inadequate preparation and support for teachers and their own characteristics3 values and interests. For purposes of analysis^ two models are suggested which illuminate the policy assumptions behind different strategies used to try to remedy the situation. The rural deficit model tends to encourage the use of compulsory posting and incentives while the rural challenge model searches for better ways of preparing teachers for service in remote rural schools. From analysis of the literatures the author suggests that there are four interrelated features of contemporary teacher-education programmes which have potential and should be developed if good teachers are to be attracted to and retained in remote rural schools. These are field-based preparations team work in trainings community support of training and the recruitment and preparation of local teachers.