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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.

Education. --- Teaching. --- Teaching and Teacher Education. --- Teachers --- Low-income students. --- Academic achievement. --- Training of. --- Academic underachievement --- Achievement, Academic --- Educational achievement --- Scholastic achievement --- Scholastic success --- School achievement --- Student achievement --- Underachievement, Academic --- Poor students --- Teacher education --- Teacher training --- Teachers, Training of --- Performance --- Success --- Students --- Didactics --- Instruction --- Pedagogy --- School teaching --- Schoolteaching --- Education --- Instructional systems --- Pedagogical content knowledge --- Training --- Children --- Education, Primitive --- Education of children --- Human resource development --- Schooling --- Youth --- Civilization --- Learning and scholarship --- Mental discipline --- Schools --- Teaching --- Academic performance --- Academic progress --- Academic success --- Achievement, Scholastic --- Achievement, Student --- Performance, Academic --- Progress, Academic --- School success (Academic achievement) --- Success, Academic --- Success, School (Academic achievement) --- Success, Scholastic

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Recognition of disadvantage is seen as crucial in preparing socially just teachers who can recognize and address inequities, and this engaging guide provides innovative strategies to reflect on disadvantage. Coupled with its discursive partners, inclusion and diversity, trainee teachers are asked to engage with theories of disadvantage, and advised to recognize, support and lead change for students who historically experience high levels of exclusion and marginalization. But what does disadvantaged mean?In this book, the authors draw together international perspectives to explore the subtle and complex differences produced by the keyword disadvantage in different geo-political contexts, and look at the political, historical, social, and cultural significance of the word. They showcase narratives from the subjects of disadvantage, including indigenous perspectives. They include standpoints from immigrants, asylum seekers and refugees and consider the intersectional nature of disadvantage, for instance, the experiences of LGBTQI+ groups who are living in poverty.