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The centrality of the teaching in education reform
Conference presentation

The centrality of the teaching in education reform

Paul Rumble
2010 Learning & Teaching Week Program Booklet, p.12
Learning & Teaching Week, 2010 (Sunshine Coast, Australia, 16-Aug-2010–20-Aug-2010)
University of the Sunshine Coast
2010
url
https://www.usc.edu.au/View
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Abstract

Curriculum and Pedagogy education reform
Much impetus for middle years reform stems from concerns around student achievement, engagement and well being. Students in the middle years are generally seen as experiencing some level of plateau or regression in their academic achievement, particularly in the areas of literacy and numeracy; and as disengaging from, and losing some motivation for learning. This presentation investigates 'middle schooling', in particular, the attributes of the middle school teacher and what differentiates the middle school teacher from other teachers: primary and secondary school teachers. This notion of a middle school teacher with its own unique set of attributes sheds new light on the centrality of the teacher in this education reform. The study was based on the belief that the reconceptualisation of the teacher is at the heart of this reform and as such, needs to involve the people whose lives are most closely affected: the teachers and students. This workshop will present key findings of a recent doctoral study. The purpose of this study was concerned with creating the conditions that support a different type of teacher who is responsive to the diverse needs of young adolescents by improving the circumstances in which the particular teachers and students work, learn, teach and live. The presentation draws on the research from the study by identifying four key attributes of the middle school teacher (the FAM), a model requiring teachers' reflecting upon and questioning their routine practice and assumptions with regard to underachievement, disengagement and well being of young people in the middle phase of learning.

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