Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program

Book chapter


Burnett, Bruce and Lampert, Jo. (2016) Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program. In In J. Lampert and B. Burnett (Ed.). Teacher Education for High Poverty Schools pp. 73 - 94 Springer. https://doi.org/10.1007/978-3-319-22059-8
AuthorsBurnett, Bruce and Lampert, Jo
EditorsJ. Lampert and B. Burnett
Abstract

This chapter focuses on teacher education for high-poverty schools in Australia and suggests that a contextualization of poverty is an important step in identifying solutions to the persistent gaps in how teachers are prepared to teach in schools where they can make a lasting difference. Understanding how poverty looks different between and within different countries provides a reminder of the complexities of disadvantage. Similarities exist within OECD countries; however, differences are also evident. This is something that initial teacher education (ITE) solutions need to take into account. While Australia has a history of initiatives designed to address teacher education for high-poverty schools, this chapter provides a particular snapshot of Australia’s National Exceptional Teachers for Disadvantaged Schools program (NETDS), a large-scale, national partnership between universities and Departments of Education, which is partially supported by philanthropic funding.

Page range73 - 94
Year2016
Book titleTeacher Education for High Poverty Schools
PublisherSpringer
Place of publicationUnited States of America
ISBN9783319220581
Digital Object Identifier (DOI)https://doi.org/10.1007/978-3-319-22059-8
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Journal citation2, pp. 73 - 94
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