Burnett, B. & Lampert, J. (1905). Teacher education for high poverty schools in Australia: the national exceptional teachers for disadvantaged schools program. 2J. Lampert, B. Burnett. Teacher Education for High Poverty Schools 73-94. United States of America: Springer. Retrieved from https://doi.org/10.1007/978-3-319-22059-8
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.
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