School Leaders' Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face
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| Title: | School Leaders' Perspectives on Educating Teachers to Work in Vulnerable Communities: New Insights from the Coal Face |
|---|---|
| Language: | English |
| Authors: | Longaretti, Lynette, Toe, Dianne |
| Source: | Australian Journal of Teacher Education. Apr 2017 42(4):1-18. |
| Availability: | Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/ |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2017 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Disadvantaged Schools, Disadvantaged Environment, Administrator Attitudes, Preservice Teacher Education, Skill Analysis, Teaching Skills, Teacher Qualifications, Teacher Placement, Knowledge Base for Teaching, Principals, Teacher Effectiveness, Learner Engagement, Beliefs, Expertise, Interpersonal Relationship, Context Effect, Resilience (Psychology), Socioeconomic Status, Foreign Countries, Qualitative Research, Semi Structured Interviews |
| Geographic Terms: | Australia |
| ISSN: | 0313-5373 |
| Abstract: | Classroom teacher quality can significantly impact student learning outcomes. Increased access to skilled teachers in low socioeconomic status (SES) schools could substantially improve the learning outcomes and engagement levels of young people. The National Exceptional Teaching for Disadvantaged Schools (NETDS) programme is a university based Teacher Education programme that has been implemented by Deakin University in the Geelong/Werribee area. It seeks to prepare high achieving pre-service teachers (PSTs) to teach in low SES school settings. This project investigated the views of school leadership teams in low SES schools including their views of an exemplary teacher, and the understandings and skills deemed necessary for pre-service teachers undertaking placements in low SES schools. These findings will be used to develop and enhance the NETDS programme at Deakin University, build new models of collaborative professional learning and guide schools in mentoring new graduates for a longer-term commitment to disadvantaged school communities. |
| Abstractor: | As Provided |
| Number of References: | 33 |
| Entry Date: | 2017 |
| Accession Number: | EJ1139321 |
| Database: | ERIC |
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