Middle schooling in Tasmania: teachers' beliefs about classroom pedagogy

Article

Dowden, Tony. 2012. "Middle schooling in Tasmania: teachers' beliefs about classroom pedagogy." Australian Journal of Middle Schooling. 12 (1), pp. 4-11.
Article Title

Middle schooling in Tasmania: teachers' beliefs about classroom pedagogy

ERA Journal ID123614
Article CategoryArticle
Authors
AuthorDowden, Tony
Journal TitleAustralian Journal of Middle Schooling
Journal Citation12 (1), pp. 4-11
Number of Pages8
Year2012
Place of PublicationBrisbane, Australia
ISSN1445-2928
Web Address (URL)https://www.researchgate.net/publication/260192364_Middle_schooling_in_Tasmania_Teachers_beliefs_about_classroom_pedagogy
Abstract

Middle schooling has attracted growing interest and attention in Australia but this has been slow to spread to the island state of Tasmania. The exception is provided by independent schools in Tasmania; some of which have created dedicated middle schools within their larger organisation. This article discusses the findings of a study on middle school teachers' beliefs about classroom pedagogy in Tasmanian independent schools. Although the participant teachers were highly dedicated and reflective with sophisticated understandings about their specialist subject areas, they lacked the specific knowledge base about young adolescence generally considered to be an essential precursor to the design and implementation of developmentally responsive pedagogies.

Keywordsmiddle years of schooling; middle schooling; early adolescence; young adolescents; pedagogy
ANZSRC Field of Research 2020390399. Education systems not elsewhere classified
390307. Teacher education and professional development of educators
390306. Secondary education
Public Notes

File reproduced in accordance with the copyright policy of the publisher/author.

Byline AffiliationsUniversity of Tasmania
Institution of OriginUniversity of Southern Queensland
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