The specialization in Teacher Education, suitable for doctoral students who have completed a year of doctoral study and who have some P-12 teaching experience, comprises a set of five courses, intended to be taken over two years. The first three courses or course options may be taken in any order; collectively, they constitute prerequisites for the concluding, two-semester sequence. All courses must be taken for three credits.
Courses examine the kinds of learning entailed in learning teaching, problems in, contexts of, constraints on and affordances for learning to teach, and the enterprise of teacher education itself. Guided practice in teacher education and in empirical study of learning to teach and doing teacher education are essential features of the specialization.
LIST OF COURSES
• C&T 4051: Guided Practice: Elementary and Secondary Teachers (fall)
Critical analysis of supervision and related practices as they are and have been theorized, performed, structured. Conceptualization of supervision (by preference, “guided practice in teaching”), as a practice of teacher education; implications. Students document and analyze episodes of guided practice. (Recommended: students are responsible for guided practice/supervision concurrent with course.) Emphasis on preservice teacher education but also suitable for students working or intending to work in other contexts, e.g., coaching, professional development.
• C&T (course number TBA): History, Politics and Landscape for Teacher Education (spring)
This course examines the ways teacher education is and has been organized, conceptualized, and practiced. Topics include: Locations of teacher education in the academy; relationship of teacher education to larger landscapes of schooling, racial, economic, and national projects, social change, etc.; current controversies and future prospects. Special attention to forms, meanings, and effects of assessment.
Students elect one course from a curated list of possibilities, drawn from across the college, addressing topics such as discipline and domain specific contexts and practices of teacher education; teacher learning in non-formal settings; social, cultural, political, historical, international contexts of and perspectives on teaching and teacher education; adult learning theory; conceptualizations and framings of children and youth; practitioner research. Please see List of Selectives for a roster of possibilities.
• Teacher Educator as Researcher: Inquiry in Teacher Learning, a two semester sequence. Students undertake collaborative research into phenomena of learning to teach in a site organized for initial and/or continuing professional education of teachers
Semester One (fall) includes study of traditions and genres of research in teacher education, with attention to strengths and shortcomings of the body of work, study of scholarship germane to the specific research site and learning about the site/program history, aims, etc., and initial design of the inquiry.
Semester Two (spring) focuses primarily on conducting the inquiry: further design, data collection, data analysis, iteratively; conceptualization and articulation of findings. Implications will also be drawn for assessment of teaching performance.
Students who have satisfactorily completed certain courses offered in 2012 – 13, 2013 – 14, and 2014 – 15, may choose to have them applied to specialization requirements. Those courses are:
C&T 4051: Supervision for Elementary and Secondary Schools (in lieu of C&T 4051, Guided Practice)
C&T 4161: The Teacher: Socio-historical, Cultural Contexts of Teaching (as selective)
C&T 6199: Learning to Teach and Teacher Education: Vexations of Theory and Practice? (as selective)
*The Specialization in Teacher Education is a new initiative and is a work in progress. Courses and other requirements are subject to revision over time, as and if documentation and analysis of the specialization, or changes in course offerings, suggest they are in order. As a general rule, students are governed by requirements in effect at the time the specialization is elected and will, in any case, be held harmless if they take a course identified as fulfilling specialization requirements at time of election that is subsequently removed or replaced.