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Conceptualising Early Career Teachers' Agency and Accounts of Social Action in Disadvantaged Schools
Peer reviewed
Download full textKettle, Margaret; Burnett, Bruce; Lampert, Jo; Comber, Barbara; Barnes, Naomi – Australian Journal of Teacher Education, 2022
This article examines the accounts of actions undertaken by Early Career Teachers (ECTs) recently graduated from a social justice-oriented Initial Teacher Education (ITE) program and employed in complex school settings with high levels of student diversity, disadvantage, and poverty. The study drew on theories of teacher agency and agency more…
Descriptors: Beginning Teachers, Social Action, Disadvantaged Schools, Professional Autonomy
Direct linkBurnett, Bruce; Lampert, Jo – Journal of Education for Teaching: International Research and Pedagogy, 2019
This paper describes the aims, origins and principles of the "Australian National Exceptional Teaching for Disadvantaged Schools" programme and reflects on findings from its first eight years. As a well-established, mainstream university-based initial teacher-education programme designed to prepare social justice teachers for low…
Descriptors: Disadvantaged Schools, Foreign Countries, Partnerships in Education, Reflection
Lampert, Jo; Burnett, Bruce; Comber, Barbara; Ferguson, Angela; Barnes, Naomi – Critical Studies in Education, 2020
This article explores how early-career teachers working in high-poverty schools in Australia account for their decision-making during critical classroom incidents. Classroom management solutions are problematized by investigating how two teachers take up particular positions, make decisions, and enact what they believe to be 'quality teaching' in…
Descriptors: Beginning Teachers, Poverty, Disadvantaged Schools, Decision Making
Lampert, Jo; Ball, Arnetha; Garcia-Carrion, Rocio; Burnett, Bruce – Asia-Pacific Journal of Teacher Education, 2020
This paper provides three case studies of initiatives developed to improve educational opportunities in vulnerable urban communities. The cities in the three countries involved, Australia, the United States, and Spain, are different in many ways; however, each has persistent and entrenched inequalities between the educational opportunities and…
Descriptors: Poverty Areas, Urban Areas, Educationally Disadvantaged, Foreign Countries
Scholes, Laura; Lampert, Jo; Burnett, Bruce; Comber, Barbara M.; Hoff, Lutz; Ferguson, Angela – Australian Journal of Teacher Education, 2017
Improving the quality of education for young people growing up in high poverty and culturally diverse communities is an escalating problem in affluent nations with increasing gaps between the wealthy and the poor. Improving the quality of teachers and improving the quality of teaching are amongst the prominent solutions offered to redress the…
Descriptors: Discourse Analysis, Educational Quality, Preservice Teachers, Preservice Teacher Education
Lampert, Jo; Burnett, Bruce; Davie, Sue – English in Australia, 2012
The recent release of the Gonski Review recognises the decline in Australia's schooling performances over the last decade, noting in particular a distressing increase in the "achievement gap" affecting students from low SES backgrounds (Gonski, 2012). The report details the need for more quality in teachers throughout the schooling…
Descriptors: Foreign Countries, Teaching (Occupation), Disadvantaged Schools, Achievement Gap
