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

Mitchell, Jane, Kapitzke, Cushla, Mayer, Diane, Carrington, Victoria, Stevens, Lisa, Bahr, Nanette, Pendergast, Donna and Hunter, Lisa (2003) Aligning school reform and teacher education reform in the middle years: An Australian case study. Teaching Education, 14 1: 69-82. doi:10.1080/10476210309389

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Author Mitchell, Jane
Kapitzke, Cushla
Mayer, Diane
Carrington, Victoria
Stevens, Lisa
Bahr, Nanette
Pendergast, Donna
Hunter, Lisa
Title Aligning school reform and teacher education reform in the middle years: An Australian case study
Journal name Teaching Education   Check publisher's open access policy
ISSN 1047-6210
Publication date 2003
Sub-type Article (original research)
DOI 10.1080/10476210309389
Volume 14
Issue 1
Start page 69
End page 82
Total pages 14
Editor Allan Luke
Carmen Luke
Diane Mayer
Place of publication United States
Publisher Taylor & Francis
Collection year 2003
Language eng
Subject C1
330399 Professional Development of Teachers not elsewhere classified
740300 Higher Education
330206 Curriculum Theory and Development
330300 Professional Development of Teachers
330302 Teacher Education - Primary
330303 Teacher Education - Secondary
Abstract This paper discusses the development of a new Bachelor of Education (Middle Years of Schooling) at The University of Queensland. 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 educational 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 new approach. In this paper, and within this context, we explore what it means to be both responsive and generative, and describe how we as teacher educators negotiated between the extremes these terms implied.
Q-Index Code C1

Document type: Journal Article
Sub-type: Article (original research)
Collections: Excellence in Research Australia (ERA) - Collection
2004 Higher Education Research Data Collection
School of Education Publications
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Created: Tue, 14 Aug 2007, 19:21:08 EST