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 |
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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 |
https://acuresearchbank.acu.edu.au/item/87y10/re-thinking-teacher-quality-in-high-poverty-schools-in-australia
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