Teacher Education for High Poverty Schools

Jo Lampert (Editor), Bruce Burnett (Editor)

Research output: Book/ReportEdited Bookpeer-review

Abstract

This volume captures the innovative, theory-based, and grounded work being done by established scholars who are interrogating how teacher education can prepare teachers to work in challenging and diverse high-poverty settings. It offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field. Internationally, research suggests that effective teachers for high poverty schools require deep theoretical understanding as well as the capacity to function across three well-substantiated areas: deep content knowledge, well-tuned pedagogical skills, and demonstrated attributes that prove their understanding and commitment to social justice. Schools in low socioeconomic communities need quality teachers most, however, they are often staffed by the least experienced and least prepared teachers. The chapters in this volume examine how pre-service teachers are taught to understand the social contexts of education. Drawing on the individual expertise of the authors, the topics covered include unpacking poverty for pre-service teachers, issues related to urban schooling as well as remote and regional area schooling.
Original languageEnglish
Place of PublicationCham Switzerland
PublisherSpringer
Number of pages251
Edition1st
ISBN (Electronic)9783319220598
ISBN (Print)9783319220581
DOIs
Publication statusPublished - 2016
Externally publishedYes

Publication series

NameEducation, Equity, Economy
Volume2
ISSN (Print)2364-835X
ISSN (Electronic)2364-8368

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