Teacher Education for High Poverty Schools
Editors: Lampert, Jo, Burnett, Bruce (Eds.)
Free Preview- Includes many of the most highly regarded authors in the field of teacher education and social disadvantage, many of whom cannot elsewhere be found in one collection
- Truly international in scope with contributions from the USA, Canada, Australia, UK, Chile
- Combination of theory and examples of best practice with respect to teacher education for high poverty schools
- Critical researched case studies of significant international teacher education programs for high poverty schools
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- About this book
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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.
- Reviews
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There are books on poverty and education, on teacher education and on pedagogy. This book brings together researchers from these and related areas to discuss the very timely issue of preparing teachers for high-poverty contexts. In a world where neoliberal governance looks to stripped-down teacher education and teacher standards are very generic, programs which focus on teacher education specifically in high poverty contexts are sorely needed. Researchers here focus on contexts in the US, Australia, South Africa, Canada, the UK, Chile, to discuss what is in effect the urgency of preparing teachers for high-poverty contexts. It is a very timely and very necessary collection. Professor Wayne Sawyer, University of Western Sydney, Penrith, Australia
- Table of contents (14 chapters)
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Introduction
Pages 1-8
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Preparing Teachers for Diversity and High-Poverty Schools: A Research-Based Perspective
Pages 9-31
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“American Hunger”: Challenging Epistemic Injustice Through Collaborative Teacher Inquiry
Pages 33-52
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Difficult Dialogues About Race and Poverty in Teacher Preparation
Pages 53-72
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Teacher Education for High-Poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program
Pages 73-94
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Table of contents (14 chapters)
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Bibliographic Information
- Bibliographic Information
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- Book Title
- Teacher Education for High Poverty Schools
- Editors
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- Jo Lampert
- Bruce Burnett
- Series Title
- Education, Equity, Economy
- Series Volume
- 2
- Copyright
- 2016
- Publisher
- Springer International Publishing
- Copyright Holder
- Springer International Publishing Switzerland
- eBook ISBN
- 978-3-319-22059-8
- DOI
- 10.1007/978-3-319-22059-8
- Hardcover ISBN
- 978-3-319-22058-1
- Softcover ISBN
- 978-3-319-35387-6
- Series ISSN
- 2364-835X
- Edition Number
- 1
- Number of Pages
- VIII, 251
- Topics
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