Responsive Middle Level Teacher Education: Learning from Central Alberta Middle School Leaders

Julia Rheaume^1, , Jim Brandon², J. Kent Donlevy² and Dianne Gereluk²

¹Red Deer College, Alberta

²University of Calgary, Alberta

Cite this paper

Julia Rheaume, Jim Brandon, J. Kent Donlevy and Dianne Gereluk. Responsive Middle Level Teacher Education: Learning from Central Alberta Middle School Leaders. American Journal of Educational Research. 2019; 7(7):445-454. doi: 10.12691/EDUCATION-7-7-3

Abstract

This instrumental case study examined the perspectives of 43 middle school administrators on effective middle level education to inform the evolution of a teacher education program in central Alberta, Canada. Analysis of data gathered through an online survey and focus group interviews yielded three merged findings on salient elements of the middle school concept and the key competencies required of effective beginning middle level teachers, including: (a) teaming and developmentally responsive practices are deemed essential middle school concepts; (b) effective beginning middle school teachers should demonstrate professional knowledge and skills, including the ability to create learner-centred, inclusive environments; and (c) effective beginning middle school teachers should possess certain dispositions, especially those that promote positive, productive relationships. These findings and the implications arising from them are contributing to the evolution of the teacher education program at Red Deer College and may be of benefit to teacher educators seeking to develop more responsive programming in other settings.

Keywords

beginning teacher effectiveness; teacher education, learner-centered

Copyright

This work is licensed under a Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

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