Sandi Fielder

This case study presents the impact of a metropolitan-based preservice teacher who completed her remote placement in Broome, 2020. Rebecca was passionate about teaching in rural and remote settings and about fostering student engagement and motivation. She prioritised the success of Indigenous students and creating culturally inclusive environments. Like many career-change preservice teachers, Rebecca was a wife and young mother and embraced these roles alongside teaching. During her placement in Broome, Rebecca seized an opportunity to create a sequence of lessons in the Arts, producing a rich and culturally inclusive program. A highlight was the connection Rebecca established with a national touring group of Indigenous performers, resulting in a close relationship with the local students and school community. Working in collaboration with university staff, her mentor teacher and the performance group, Rebecca established strong relationships with staff and students and fostered creativity through the Arts Learning Area. By combining contemporary and traditional (and culturally responsive) teaching practices, she engaged and motivated students, nurtured their self-esteem, and facilitated a collective sense of pride and belonging. This culminated post-placement during NAIDOC Week celebrations, where the national touring group made a surprise visit and performed with the class to the entire school community.