Abstract
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).
| Original language | English |
|---|---|
| Title of host publication | Big Fish Little Fish |
| Place of Publication | Melbourne |
| Publisher | Cambridge University Press |
| Chapter | 15 |
| Number of pages | 11 |
| Edition | 1 |
| ISBN (Print) | 9781107432314 |
| Publication status | Published - 2015 |
| Externally published | Yes |