Sustaining middle level teacher education in Australia

Sustaining middle level teacher education in Australia

Recent Australian research has focused attention on middle level education (Barratt, 1998; Luke, Elkins et al., 2003) and, in particular, the need for specialised middle level teacher education (Chadbourne, 2002; Mitchell, Kapitzke et al., 2003; Pendergast, Whitehead, de Jong, Newhouse-Maiden & Bahr, 2007). Over the last decade, programmes of specialised middle level teacher education have been established in response to the steady growth of middle schools in Australia (de Jong & Chadbourne, 2007). The rationale underpinning these programmes is that middle level teachers require specific preparation in order to meet the diverse and specific needs of young adolescents (10-15 years old or Grades 5-9).

This paper draws from a recent doctoral study investigating the provision of middle level teacher education in New Zealand. Teacher educators with responsibility for coordinating programmes of middle level teacher education in three Australian institutions were interviewed about their programmes. While there are contextual differences across the settings, the programmes each espouse and model principles and practices that promote a constructivist, student-centred and developmentally appropriate pedagogy responsive to young adolescent students.

We identify and discuss a number of factors threatening the viability of programmes. These factors are inter-related and ultimately stem from the two-tiered system of primary and secondary education that is well entrenched in Australia. We suggest solutions and conclude by emphasising the need for a robust model of middle level teacher education inclusive of all stakeholders if educational outcomes for young adolescents in Australia are to be improved.

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