Preparing teachers to work effectively within increasingly diverse contexts is a key goal of teacher education programs. This study analyses the extent to which a semester unit within a teacher education course provided pre-service teachers with the understanding and practices required to teach in low socio-economic status (SES) contexts. The results suggest that a unit, which emphasises links between theory, historical perspectives and practice, can effectively provide pre-service teachers with the key understandings and skills associated with improving equity outcomes in education. However, when the ideas being presented conflict with pre-existing, strongly held ideas about the role of schooling, practices associated with equity will not be sustained.
Fenwick, L., & Cooper, M. (2013). Learning about the Effects of Context on Teaching and Learning in Pre-Service Teacher Education. Australian Journal of Teacher Education, 38(3). https://doi.org/10.14221/ajte.2013v38n3.6