Aligning school reform and teacher education reform in the middle years : an Australian case study

Mitchell, Jane, Kapitzke, Cushla, Mayer, Diane, Carrington, Vicki, Stevens, Lisa, Bahr, Nan, Pendergast, Donna, & Hunter, Lisa (2003) Aligning school reform and teacher education reform in the middle years : an Australian case study. Teaching Education, 14(1), pp. 69-82.

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This paper discusses the development of a new Bachelor of Education (Middle Years of Schooling) at The University of Queensland, Australia. The middle years of schooling have increasingly been the focus of education reform initiatives in Australia, but this has not been accompanied by significant increases in the number of teacher education institutions offering specialised middle schooling-level teacher preparation programmes. Considering the rapidly changing social and economic context and the emergent state of middle schooling in Australia, the programme represented a conceptual and practical opportunity and challenge for The University of Queensland team. Working collaboratively, the team sought to design a teacher education preservice programme that was both responsive and generative: that is, responsive to local school contexts and to current education research and reform at national and international levels; and generative of cutting-edge theories and practices associated with middle schooling, teachers' work, and teacher education. This paper focuses on one component of the Middle Years of Schooling Teacher Education programme at The University of Queensland; namely, the practicum. We first present the underlying principles of the practicum programme and then examine "dilemmas" that emerged early in the practicum. These issues and tensions were associated with the ideals of "middle years" philosophy and the pragmatics of school reform associated with that approach. Within this context, we explore what it means to be both responsive and generative, and describe how we as teacher educators negotiated the extremes these terms implied.

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ID Code: 28754
Item Type: Journal Article
Refereed: Yes
Keywords: Teacher education, Middle years of schooling, Middle phase of learning
DOI: 10.1080/10476210309389
ISSN: 1047-6210
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Teacher Education and Professional Development of Educators (130313)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Past > Schools > School of Cultural & Language Studies in Education
Deposited On: 20 Nov 2009 05:00
Last Modified: 10 Aug 2011 16:13

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