Rethinking Research Innovations in Teacher Education in High-Poverty Schools in Australia

• In Event: Building Infrastructure and Capacity for Research Innovations Worldwide on Professional Development That Prepares Teachers for 21st-Century Schools That Serve Marginalized and Poor Students in Transnational Contexts (Sponsored by the World Education Research Association)

Abstract

A vital element to improve outcomes for disadvantaged students is outstanding teachers. A reality, however, is that teacher graduates in the top quartile of academic scores are far less likely to accept positions in tough urban, regional, rural and remote schools. Further, because high poverty schools can be challenging environments, these teachers are retained for much shorter periods of time. In response to this challenge, Australia’s National Exceptional Teachers for Disadvantaged Schools program (NETDS) creates a pathway for the highest quality pre-service teachers to be fully prepared, professionally and personally, for roles within high poverty schools. The program identifies the highest-achieving mainstream pre-service teachers in university programs across the country and offers them a specialised curriculum and supported practicum experience in a network of disadvantaged partner schools. By working closely with government, philanthropy and partner schools, the program also works to channel these exceptional pre-service teachers into employment in schools where they will have the greatest impact. Its initial results have been exceptional: 87% of graduates are now employed as teachers in high poverty schools. These presenters will discuss their research on how they are working to build the infrastructure and capacity for research on innovations that prepare teachers for 21st century schools in the Australian context.

Authors

• Jo Lampert, Queensland University of Technology

• Bruce Munro Burnett, Queensland University of Technology

• Barbara M. Comber, Queensland University of Technology