Literacy teacher research in high poverty schools: Why it matters
Comber, Barbara & Woods, Annette (2016) Literacy teacher research in high poverty schools: Why it matters. In Lampert, Jo & Burnett, Bruce M. (Eds.) Teacher Education for High Poverty Schools. Springer, New York, pp. 193-210.
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Teachers who work in contexts in which their students’ lives are affected by poverty take up the challenge of learning to teach diverse students in ways that teachers in other contexts may not be required to do. And they do this work in contexts of immense change. Students’ communities change, neighborhoods change, educational policies change, literate practices and the specific effects of what it means to be poor in particular places also change. What cannot change is a commitment to high-equity, high-quality education for the students in these schools. Teachers need to analyze situations and make ongoing ethical decisions about pedagogy and curriculum. To do this, they must be able to continuously gauge the effects of their practices on different students. Hence, we argue that building teacher-researcher dispositions and repertoires is a key goal for teacher education across the teaching life-span. Drawing on a range of recent and ongoing collaborative research projects in schools situated in areas of high poverty, we draw out some principles for literacy teachers’ education.
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|Item Type:||Book Chapter|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200)|
|Divisions:||Current > Schools > School of Cultural & Professional Learning
Current > QUT Faculties and Divisions > Faculty of Education
Current > Schools > School of Early Childhood
|Copyright Owner:||Copyright 2016 Springer|
|Deposited On:||11 Mar 2016 01:18|
|Last Modified:||15 Mar 2016 04:35|
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