Middle years teacher education: New programs and research directions

Abstract

Abstract

Teacher Education for the Middle Years of Schooling: Sustaining Quality Middle Level Preparation in Australian Universities.

“…This statement provides a clear and succinct rationale for establishing specialised programs or units for middle level teacher education. Indeed, there is broad agreement in the literature -in Australia and elsewhere -that providing specialised teacher education for the middle years is pivotal to improving educational outcomes in early adolescence (Aspland & Crosswell, 2002;Bahr & Crosswell, 2011;Beane & Brodhagen, 2001;Bishop, 2008;Chadbourne, 2002;de Jong & Chadbourne, 2005;Dowden, Bishop, & Nolan, 2009;McEwin & Greene, 2011;Mitchell et al, 2003;NMSA, 2006;Nolan, Kane, & Lind, 2003;Pendergast, Keogh, Garrick, & Reynolds, 2009;Pendergast, Whitehead, de Jong, Newhouse-Maiden & Bahr, 2007;Rumble & Aspland, 2010;Shanks & Dowden, 2010.…”

“…These seminal American publications articulate the essential elements of effective middle level teacher education programs as comprising: a comprehensive understanding of early adolescence and the needs of young adolescents, a study of the philosophy and organisation of middle level education, in-depth study of middle level curriculum, planning, teaching and assessment, concentrated study in two broad teaching fields, and middle level field experiences. Embedded within these essential components are principles and practices that promote authentic, constructivist, student-centred and developmentally appropriate pedagogy for young adolescent students (Beane & Lipka, 2006;Pendergast et al, 2007). In adhering to these principles, programs and units are characterised by their adolescentcentredness and their focus on the development of knowledge and the implementation of innovative and progressive philosophical and pedagogical approaches that are broadly responsive to the socio-emotional, physical, cognitive and wider socio-cultural needs of young adolescent students.…”

Preservice Teachers’ Perceptions of their Middle Schooling Teacher Preparation

“…al, 2003;Pendergast, Whitehead, de Jong, Newhouse-Maiden, & Bahr, 2007). In response to the literature, and state and federal imperatives, universities have responded accordingly and created course structures so that preservice teachers may graduate with the skills, knowledge and practices that support and engage early adolescent learners.…”

Negotiating a critical agenda in middle years physical education

“…More specifically these understandings have contributed to the development of sustained and continuing interest in the education of young adolescents in the middle years of schooling (Carrington 2004;Pendergast et al 2007). As Chadbourne (2003) and Carrington (2004Carrington ( , 2006 explain, the term middle years as used in Australia, refers to those compulsory years of school in primary, lower secondary or middle school settings where students are young or early adolescents.…”