This volume offers a cross-national analysis of teacher education programs designed to prepare teachers for work in middle level schools.
The book showcases 15 detailed case studies of courses at institutions across North America, Europe, Asia, and Africa—including from countries currently underrepresented in middle level literature—which provide detailed information on programming whilst foregrounding the political, social, and cultural factors which have influenced priorities within teacher education. Underpinning the book is a comparative case study framework, used to identify divergences and commonalities within and across nations whereby factors such as globalization, policy, and socio-cultural views of teaching and adolescence are explored as determinants of the nature, success, and challenges of middle level teacher preparation.
This text will benefit scholars, academics, and students in the fields of middle level education, teacher education, and international and comparative education. Those involved with educational policy and politics, as well as teacher training and the sociology of education more broadly, will also benefit from this volume.
INTRODUCTION, 1. Teacher Preparation for Middle Level Education: An International Perspective, PART I: Middle Level Teacher Preparation in Africa, 2. Teacher Training at the Oldest Institute in Angola: Preparing Secondary Level English Language Teachers, 3. Teacher Training at the Institut Supérieur Pédagogique in Bukavu, République Démocratique du Congo, 4. Middle Level Teacher Education in Uganda: Reclaiming Your Past, Identifying Your Present, and Imagining Your Future, PART II: Middle Level Teacher Preparation in Asia-Pacific, 5. Understanding the Middle Years Learner: The Role of Service-Learning in an Initial Teacher Education Program, 6. Teaching Teachers How to Teach Adolescents: A Regional Australian Perspective, 7. Teaching beyond the Test: Preparing Teachers of Young Adolescents in Japan, PART III: Middle Level Teacher Preparation in Europe and the Middle East, 8. Nord University: Teacher Education in Transition, 9. Educación Artística en España: Promoting Democratic Values in Young Adolescents through Critical Visual Thinking in Social Studies Teacher Education in Murcia, Spain, 10. Teacher Training for the Middle School Level in Turkey: The Example of Marmara University Atatürk Faculty of Education, PART IV: Middle Level Teacher Preparation in the Americas, 11. Preservice Preparation for Middle Level International School Teachers, 12. Our Journey in Middle Years Education: Collaboration to Enhance Community in Central Alberta, Canada, 13. A Lab School Partnership That Prepares Middle Grades Teachers in Guatemala, 14. Middle Level Teacher Preparation at the University of South Carolina Aiken, 15. Problematizing the Relationship between State Policy and Educator Preparation: The Case of Middle Level Education Program at CSU San Marcos, 16. Middle Grades Teacher Education Program in the John H. Lounsbury College of Education: Historically Progressive, CONCLUSION, 17. Middle Level Teacher Preparation Across International Contexts: Program Features and Influential Factors
Cheryl R. Ellerbrock is Associate Professor of Middle Grades, Social Studies Education, and General Secondary Education at the University of South Florida, USA. Katherine M. Main is Associate Professor at Griffith University, Australia. David C. Virtue is the Taft B. Botner Distinguished Professor of Middle Grades Education at Western Carolina University, USA.
