Teaching to the middle in Australia: Four teachers tell their stories

Abstract

This chapter explores the perceptions of Middle Years specialist teachers in the contemporary Australian schools context. Written narratives were obtained from four Australian teachers with distinctly different paths to teaching in the middle years, but each with high profile leadership roles in the sector assumed relatively early in their professional careers. These teachers were asked about their entry into teaching, their pathway to middle years, opportunities and limitations experienced for them in schools, and their conception of the future of middle years reforms in Australia.