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Complete list of specialization courses in Teaching and Teacher Education (Ph.D.)
Listed below are the major course offerings related to Teaching and Teacher Education.
EDUC 776: The Practice of Teaching
This course examines what is known about teaching through different efforts to study and communicate about it. Knowledge of teaching is important to many other fields of inquiry–– for example, policy, teacher education, curriculum, learning, and schools as organizations ––and is also valuable in its own right. Consequently, the course is designed to be of interest to doctoral students from a variety of interest areas and programs. Topics may include: developing knowledge about the practice of teaching, exploring classic and novel approaches to the study of and writing about teaching, comparative studies of teaching practice historically and cross-nationally.
EDUC 774: The Practice of Teacher Education
Explores instructional and pedagogical approaches to the preparation of prospective teachers, or to the continuing education of practicing teachers. Topics may include instructional processes, curriculum, organizational structures, relations of theory and practice, subject matter learning for teaching, strategies for inquiry and reflection.
EDUC 775: Research on Teacher Education
Examines scholarship relevant to the professional development of teachers. Considers relations between different approaches and what teachers learn. Topics may include teacher knowledge and beliefs, teacher socialization and development, research on teacher education programs, measurement of teacher learning, and program evaluation and self-study, historical perspectives on the development of teacher education, programmatic elements of teacher education, preparation for specific aspects of the practice of teaching (e.g., attention to issues of equity and diversity, subject matter instruction).
EDUC ___: Research on Teaching
Traces the history of the field of research on teaching, examining the evolution of the field. Topics may include process product research, studies of instructional decision making and teacher thinking, and different approaches to the study of instructional practice and the factors that influence it, as well as the effort to study its effects, tools and measures for the study of teaching.
EDUC 772: Policy and Contexts of Teacher Education
Examines institutional, social, cultural, and political contexts n which teacher education takes place, and policy that affects teacher education contexts. Explores historical and contemporary debates about the appropriateness of those contexts, examines current research and positions regarding those contexts, and investigates new directions and alternatives. Topics may include the place of teacher education in different institutional contexts, teacher certification, program accreditation, history of teacher education, current policies in teacher education (e.g., standards movements), recruitment and who goes into teaching (social context issues), how the structure and contexts of teaching as a career shapes professional lives, international comparisons.
EDUC 657: Practicum in Teaching and Teacher Education
The practicum provides a guided opportunity in learning to teach a specific teacher education course, including field instruction and the supervision of student teaching. For the first two units of the internship, the student works with a faculty member/instructor who is teaching a section of the specific course. The student works with the instructor to develop the syllabus, and to plan individual class sessions, gaining access to the instructor’s thinking about and practice in the course.
In a subsequent semester, students take a one-unit seminar that will focus on teacher education practice. This seminar will provide opportunities to discuss teaching, to share artifacts, to show portfolios. Most students will assume responsibility for a course, discussion section, or supervision of student teaching/field instruction during this term. The practicum may be taken before or following candidacy.
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