Re-thinking teacher quality in high-poverty schools in Australia

Book chapter

Burnett, Bruce and Lampert, Jo. (2015). Re-thinking teacher quality in high-poverty schools in Australia. In In G. W. Noblit and W. T. Pink (Ed.). Education, Equity, Economy: Crafting a New Intersection pp. 51 - 72 Springer. https://doi.org/10.1007/978-3-319-21644-7

Authors	Burnett, Bruce and Lampert, Jo
Editors	G. W. Noblit and W. T. Pink
Abstract	As is the case globally, Australian schools that serve high-poverty communities most often employ the least experienced, least prepared teachers. Beginning with a discussion of poverty in Australia this chapter draws on 6 years of learnings from Australia’s National Exceptional Teachers for Disadvantaged Schools [NETDS] program to examine how social justice can be taught within a mainstream Initial Teacher Education program in an increasingly neoliberal climate where teacher education curriculum around social justice struggles to fi nd a place within the current discourses of quality teaching and its preoccupations with standards, accountability, and high-stakes testing.
Keywords	education: equity; economy; initial teacher education; educational disadvantage; high-poverty schools; social justice
Page range	51 - 72
Year	2015
Book title	Education, Equity, Economy: Crafting a New Intersection
Publisher	Springer
Place of publication	Switzerland
ISBN	9783319216447
Digital Object Identifier (DOI)	https://doi.org/10.1007/978-3-319-21644-7
Research Group	School of Education
Publisher's version	File Access Level Controlled
Journal citation	1, pp. 51 - 72

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