Conceptual Framework of the Teacher Education Program

The faculty of the Department of Education at the University of Mary Washington continually strive to contribute to and disseminate the most up-to date knowledge and skills in the field of education. The professional studies component begins with an introduction to basic educational concepts and current teaching practices through coursework and field experience. After the initial introduction to teaching and learning, teacher candidates take courses that enable them to understand the theories and applications of developmental and constructivist approaches, to plan and provide instruction and to establish a learning environment that encourages student learning. All courses, except one (EDUC 420), require students to become involved in classrooms, gaining experiences in planning lessons, teaching lessons to small groups and the whole class, and managing student behavior. The Department of Education uses the Interstate New Teacher Assessment and Support Consortium (INTASC) standards as a basis for the preparation of candidates and as the reference point for culminating evaluations of field experiences. The Teacher Education Program requires students to monitor their professional growth through research, reflection, and practical problem solving.

The professional studies component of the University of Mary Washington Teacher Education Program attempts to identify and to balance the relationships among the nature of learners, the qualities of effective teachers, and the bodies of knowledge represented by the academic disciplines. The five components of our conceptual framework reflect these priorities. They are 1) Teach and Plan for Understanding; 2) Focus on the Nature of Learners; 3) Make Critical Decisions; 4) Master Content Expertise and 5) Create a Motivating Environment. The attributes of each aspect of these components follow:

Teach for Understanding: Students learn and practice constructivist learning principles throughout the program. They learn that knowledge is not simply acquired by learners, but constructed into coherent, robust frameworks called knowledge structures, or schema. Learners build these structures based on their experience in the world (Piaget, 1972, 1990). One of the teacher's main roles becomes to encourage this learning and reflection process. Students are exposed to other instructional strategies that research has shown to work particularly well with students with special needs, but are also strategies that work well with all students. These strategies are therefore excellent choices for an inclusive classroom. Some of these strategies include Curriculum Based Measurement, Peer Assisted Learning, and Instructional Differentiation.

Focus on the Nature of the Learner: Another focal point of our program is the human growth and development of the learner. This area includes developmental characteristics of the learner from the perspectives of cognition, affective, social and emotional development, special education, learning styles, multiple intelligences, and multiculturalism. Students study the development theories of Piaget, Vygotsky, Bruner, Erikson, and Gardner. Throughout the program students learn about multiple cultures in our society and techniques for addressing the diverse needs of students in their teaching. Students learn the tenets of brain-based learning because the function of the brain has a significant impact on what kinds of learning activities are most effective.

Make Critical Decisions: Students learn and practice the principles of reflective practice and critical thinking. The Department believes that “The teacher is a reflective practitioner who continually evaluates the effects of his or her choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.” (INTASC standard # 9). The Department defines critical thinking as “the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action.” (Derived from Michael Scriven & Richard Paul for the National Council for Excellence in Critical Thinking Instruction).

Master Content Expertise: All teaching endorsements of UMW’s approved program are gained through a Bachelor of Arts (B.A.) or Bachelor of Sciences (B.S.) degree in an academic major or through a liberal arts and sciences core of coursework for students meeting the requirements to earn a Bachelor of Liberal Studies (B.L.S.) degree. Throughout their tenure in the Teacher Education Program students in the Elementary, the Secondary, and the PreK-12 programs must demonstrate competency in teaching the Virginia Standards of Learning. In all courses students are required to use the Standards of Learning to inform their instruction and their assessment of student learning.

Create a Motivating Classroom Culture: The Department of Education positions a caring, motivating and challenging classroom culture at the heart of the Teacher Education Program. Students learn to be mindful of students’ diverse experiences and backgrounds and work to create a productive, reciprocal relationship with families and the community. Teacher candidates learn to “use an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning and self-motivation.” (INTASC Standard #5). They learn that discipline is a dimension of instruction and assessment (Wormelli, 2001). Teacher candidates learn to build rapport with students and parents, to establish and enforce rules, and to create a positive emotional environment (Brandt, 1998; Kaufman, et al., 2002). Teacher candidates also learn to use reactive discipline techniques when necessary to ensure a safe, orderly and fair classroom.