Teacher Education for High Poverty Schools (Education, Equity, Economy Book 2)

"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."--Page 4 de la couverture Front Matter....Pages i-viii Introduction....Pages 1-8 Preparing Teachers for Diversity and High-Poverty Schools: A Research-Based Perspective....Pages 9-31 “American Hunger”: Challenging Epistemic Injustice Through Collaborative Teacher Inquiry....Pages 33-52 Difficult Dialogues About Race and Poverty in Teacher Preparation....Pages 53-72 Teacher Education for High-Poverty Schools in Australia: The National Exceptional Teachers for Disadvantaged Schools Program....Pages 73-94 More Aboriginal and Torres Strait Islander Teachers for Australian High-Needs Schools....Pages 95-114 Teacher Professional Development in a Complex and Changing World: Lessons Learned from Model Teacher Education Programs in Transnational Contexts....Pages 115-134 You Teach Who You Are: The Experiences and Pedagogies of Literacy/English Teacher Educators Who Have a Critical Stance....Pages 135-151 Poverty, Schooling, and Beginning Teachers Who Make a Difference: A Case Study from England....Pages 153-170 Preparing Teachers for Social Justice in the Context of Education Policies that Deepen Class Segregation in Schools: The Case of Chile....Pages 171-191 Literacy Teacher Research in High-Poverty Schools: Why It Matters....Pages 193-210 Teachers’ Work in High-Poverty Contexts: Curating Repertoires of Pedagogical Practice....Pages 211-222 Learning to Teach in the Park: The York University Regent Park Initiative....Pages 223-234 “Just Don’t Get Up There and ‘Dangerous Minds’ Us”: Taking an Inquiry Stance on Adolescents’ Literacy Practices in Urban Teacher Education....Pages 235-251 Annotation Capturing 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, this text offers articles from the US, Australia, Canada, the UK and Chile by some of the most significant scholars in the field