Show simple item record

dc.contributor.authorPendergast, Donnaen_US
dc.contributor.authorKeogh, Jayneen_US
dc.contributor.authorGarrick, Barbaraen_US
dc.contributor.authorReynolds, Joyen_US
dc.date.accessioned2017-05-03T15:08:36Z
dc.date.available2017-05-03T15:08:36Z
dc.date.issued2009en_US
dc.date.modified2010-05-28T03:07:23Z
dc.identifier.issn1445-2928en_US
dc.identifier.urihttp://hdl.handle.net/10072/29862
dc.description.abstractSince 2007, there has been a flurry of activity at the national level by the Rudd Labor government in Australia to introduce significant changes to education policy for the nation. The redevelopment of the National Curriculum is underpinned by questions as to the phases/stages of schooling which will support the curriculum, bringing into focus unresolved questions about inclusion of a middle phase/stage in what has historically been a two phase model. At a national level the Middle Years of Schooling Association has worked to connect the various definitions, explanations and ideas of middle schooling through the Middle Schooling: People, Practices and Places Position Paper (2008). Further, longitudinal research of a middle years' teacher training program in an Australian university has sought to understand the concepts of 'middle years' and 'the middle years of schooling' from the perspective of pre-service teachers about to become middle years' teacher specialists. This longitudinal study has sought to provide much needed research data in the area of middle schooling. This paper looks at data from two cohorts in the teacher training program. An open content analysis was conducted in formulating themes that emerged from the participants' responses to the research questions, using a grounded theory approach. This small sample of the overall data set was used to develop and test the usefulness of the categories, enabling a complete analysis of the data from all cohorts to be conducted. Unexpectedly and serendipitously, the data revealed direct parallels between the thinking of the pre-service teachers and the concepts in the MYSA Position Paper (2008). This paper outlines these synergies.en_US
dc.description.peerreviewedYesen_US
dc.description.publicationstatusYesen_AU
dc.format.extent829623 bytes
dc.format.mimetypeapplication/pdf
dc.languageEnglishen_US
dc.language.isoen_AU
dc.publisherMiddle Years of Schooling Associationen_US
dc.publisher.placeAustraliaen_US
dc.publisher.urihttp://www.mysa.org.au/page.cfm/mysaarchive/australian-journal-of-middle-schoolingen_AU
dc.relation.ispartofstudentpublicationNen_AU
dc.relation.ispartofpagefrom20en_US
dc.relation.ispartofpageto25en_US
dc.relation.ispartofissue2en_US
dc.relation.ispartofjournalAustralian Journal of Middle Schoolingen_US
dc.relation.ispartofvolume9en_US
dc.rights.retentionNen_AU
dc.subject.fieldofresearchCurriculum and Pedagogy not elsewhere classifieden_US
dc.subject.fieldofresearchcode130299en_US
dc.titleThe MYSA Position Paper and pre-service middle years teacher education: Surprisingly serendipitous synergiesen_US
dc.typeJournal articleen_US
dc.type.descriptionC1 - Peer Reviewed (HERDC)en_US
dc.type.codeC - Journal Articlesen_US
gro.facultyArts, Education & Law Group, School of Education and Professional Studiesen_US
gro.rights.copyrightCopyright 2009 Middle Years of Schooling Association (MYSA). The attached file is reproduced here in accordance with the copyright policy of the publisher. Please refer to the journal's website for access to the definitive, published version.en_AU
gro.date.issued2009
gro.hasfulltextFull Text


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record