The majority of initial teacher education programs offered at Australian universities qualify graduates to teach in the age-related contexts of early childhood/primary or secondary: contexts that reflect the organisational evolution of schools in Australia. The development of middle schooling and stand-alone middle schools that cater for upper primary and lower secondary students has challenged the traditional primary/secondary organisational separation, as well as ‘age-restricted’ teacher education programs. Increasingly, teachers with a broad understanding of child development are required in order to meet developmental and academic needs across a wide age range of students (de Jong & Chadbourne, 2005; Knipe, 2012; Knipe & Johnston 2007).
|Title of host publication||Big Fish Little Fish|
|Place of Publication||Melbourne|
|Publisher||Cambridge University Press|
|Number of pages||11|
|Publication status||Published - 2015|