Forward to Special Issue: Teacher Education for High Poverty Schools

2017 ◽  
Vol 42 (4) ◽  
pp. i-vii ◽  
Author(s):  
Jo Lampert ◽  
◽  
Bruce Burnett ◽  
Keyword(s):  
Teacher Education ◽  
High Poverty ◽  
High Poverty Schools ◽  
Special Issue

Educating Teachers for High-Poverty Schools

2019 ◽  
Author(s):  
Bruce Burnett ◽  
Jo Lampert
Keyword(s):  
Teacher Education ◽  
Preservice Teachers ◽  
Social Justice ◽  
Teacher Preparation ◽  
Culturally Responsive ◽  
High Poverty ◽  
High Poverty Schools ◽  
Educational Disadvantage ◽  
Agents Of Change ◽  
High Poverty Students

A great deal of scholarship informs the idea that specific teacher preparation is required for working in high-poverty schools. Many teacher-education programs do not focus exclusively on poverty. However, a growing body of research emphasizes how crucial it is that teachers understand the backgrounds and communities in which young people and their families live, especially if they are to teach equitably, without bias, and with a critical understanding of historical educational disadvantage. Research on teacher education for high-poverty schools is largely associated with social-justice education and premised on two key assumptions. The first is that teachers do make a difference and should be encouraged to see themselves as agents of change. The second is that without nuanced knowledge of poverty and disadvantage, and especially its intersection with race, teachers are prepared as though all students and all communities have equal social advantage. Through targeted teacher education, social justice teachers aquire the knowledge, skills and attributes to understand what they can and cannot do. Teachers with strong communities of practice and agency can resist the idea that they can eradicate poverty on their own, but can enact teaching in ways that are equitable and respectful, culturally responsive and safe. It is increasingly possible to observe how debates propose or challenge how preservice teachers should learn about high-poverty contexts. There are also numerous models, globally, of what works in preparing teachers for high-poverty schools; however, providing evidence or proving how specialized teacher preparation affects the educational outcomes of high-poverty students is difficult.

scholarly journals Teacher Education in Schools as Learning Communities: Transforming High-Poverty Schools through Dialogic Learning

2017 ◽  
Vol 42 (4) ◽  
pp. 44-56 ◽  
Author(s):  
Rocio Garcia-Carrion ◽  
◽  
Aitor Gomez ◽  
Silvia Molina ◽  
Vladia Ionescu ◽  
...  
Keyword(s):  
Teacher Education ◽  
Learning Communities ◽  
High Poverty ◽  
High Poverty Schools ◽  
Dialogic Learning

scholarly journals Contemporary Teacher Education: A Global Perspective-Introduction to a Special Collection of Research

2021 ◽  
Vol 11 (7) ◽  
pp. 340
Author(s):  
Kirsi Tirri
Keyword(s):  
Teacher Education ◽  
Global Perspective ◽  
Special Issue ◽  
The World ◽  
Special Collection

This special issue on “Contemporary Teacher Education: A Global Perspective” contains eleven articles focused on varied current topics in teacher education all over the world [...]

Afterword: The Need to Re-Balance Our Portfolio of Education Means and Ends

2020 ◽  
Vol 122 (4) ◽  
pp. 1-15
Author(s):  
Margaret Smith Crocco
Keyword(s):  
United States ◽  
Teacher Education ◽  
Teacher Preparation ◽  
The United States ◽  
Reform Movements ◽  
Special Issue ◽  
Means And Ends ◽  
Historical Moment

The author responds to several themes that emerge across the articles in the special issue, considering them in light of contexts of schooling, teacher education, and the contemporary historical moment in the United States. The articles raise salient concerns about what the reform movements of the last twenty or so years have meant for scholars, practitioners, and students who are involved in schooling and teacher preparation.

scholarly journals ‘It’s not about punitive’: exploring how early-career teachers in high-poverty schools respond to critical incidents

2017 ◽  
Vol 61 (2) ◽  
pp. 149-165 ◽  
Author(s):  
Jo Lampert ◽  
Bruce Burnett ◽  
Barbara Comber ◽  
Angela Ferguson ◽  
Naomi Barnes
Keyword(s):  
Critical Incidents ◽  
Early Career ◽  
High Poverty ◽  
High Poverty Schools ◽  
Early Career Teachers ◽  
Career Teachers

scholarly journals Re-forming Initial Teacher Education in Wales: A Personal Review of the Literature

2020 ◽  
Vol 22 (1) ◽  
pp. 38-59
Author(s):  
John Furlong
Keyword(s):  
Teacher Education ◽  
Research Evidence ◽  
Initial Teacher Education ◽  
Reform Process ◽  
Review Of The Literature ◽  
Special Issue ◽  
Close Collaboration ◽  
New Approach ◽  
Partner Schools

The focus of this special issue is the changes to Initial Teacher Education (ITE) that have been instituted in Wales over the last two years. At the heart of the new approach is the insistence that in the future all programmes of ITE should be planned, led and delivered not by universities alone, but by universities working in close collaboration with a number of partner schools. But what is the justification for these radical changes? Why is a collaborative approach between universities and schools needed? This paper, which takes the form of a personal literature review, sets out the research evidence on which I drew in contributing the reform process. It considers evidence on three issues: the role of schools; the role of universities; and the ways in which they can effectively work together.

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