A Community-Engaged Framework for the Preparation of Teachers for High-Poverty Communities

Autor/in	Lampert, Jo
Titel	A Community-Engaged Framework for the Preparation of Teachers for High-Poverty Communities
Quelle	In: Australian Educational Researcher, 48 (2021) 3, S.449-466 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lampert, Jo)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-020-00406-8
Schlagwörter	Preservice Teachers; Preservice Teacher Education; Poverty; Indigenous Populations; Refugees; Economically Disadvantaged; Foreign Countries; Inclusion; Australia + Suchen Sie Ihr Suchwort? Lehramtsstudiengang; Lehrerausbildung; Armut; Sinti und Roma; Flüchtling; Ausland; Inklusion; Australien
Abstract	For teacher educators, one challenge is how to prepare pre-service teachers to engage more deeply with students in high-poverty communities, some of whom they will ultimately teach. Addressing community engagement requires an institutionally embedded strategy to involve Indigenous, refugee, poor, and other historically vulnerable communities in central, rather than tokenistic, ways. This paper reports on the first conceptual stages of a framework for an Australian community-engaged pathway into teaching based on research into how teachers can work for and alongside under-represented families from high-poverty communities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01