There were targeted concepts and teaching practices used to inform pre-service teachers to understand and deal with low socio-economic students, however this has all gone by the way following the redesigning of course/subject delivery. I imagine that this is responding to the economic rationalist approach from universities. (maybe not all, but certainly a few)
Hi Milton
An interesting question, but one that may need some further unpicking, certainly in a UK Context at any rate. I assume by LSES you mean those defined as of: "Lower Socio-Economic Status"?
If so, it is safe to say that all modes of teacher training in the UK cover the support and differentiation needed by trainee teachers (and newly qualified teachers) in order to support pupils from all backgrounds, including those you may identify as LSES. This is part of the defined curriculum for teacher training, and built into the standards which must be met in order to satisfy the standards for the award of Qualified Teacher Status (QTS). However, despite the inclusion of statements which cover this need as part of the standards, there is little in way of definition regarding how this can be achieved. As such, different modes of teacher training and different training providers will derive different ways of doing this within their training provision.
Best wishes
David
