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.