ABSTRACT
Since the movement to establish a middle tier of junior high schools more than a century ago, educational experts have called for specialized preparation for teachers of young adolescents. The authors establish the longstanding rationale for this preparation and then pose a series of questions to prompt further inquiry and action. The authors first suggest that both advancing and sustaining middle level teacher education will require the collective, collaborative efforts of diverse perspectives and voices. They then issue a call for advocacy for middle level teacher education and conclude with a recommendation for a collaborative research agenda that studies middle level teacher education across diverse institutional settings.
