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2008 Dr. Nancy Maynes
H 348, ext. 4388
Faculty of Education
Course Outline:
Education and Schooling
EDUC 4102 – Primary / Junior Concurrent Program
COURSE DESCRIPTION
Education and Schooling (Primary/Junior) is designed to enhance the knowledge, understanding, and skill of teacher-candidates in the areas of the philosophical, historical, legal, and social contexts of schooling and education. Through readings, dialogue, observation, seminars, and reflection, you will be encouraged to discover the multifaceted nature of modern classroom teaching and to discover and understand who you are as a “teacher”. The intent of this course is thus to offer materials and experiences through which a strong foundation for professional teaching can be developed. (Nipissing University Academic Calendar, 2007-2008, p.241)
OVERALL LEARNING EXPECTATIONS
You will:
§ critically analyze some of the educational philosophies in practice today;
§ critically reflect on an incident or issue in your practicum;
§ demonstrate an understanding of a personally-developed philosophy of teaching and learning;
§ gain an understanding of the classroom as a social structure, and the role of the teacher as a facilitator of social interaction and social development;
§ examine the main laws and standards of practice that impact upon the classroom teacher;
§ explore a number of critical issues related to education today and examine their implications to pedagogy and practice.
REQUIRED TEXTS
The course text, available in the Campus Shop is:
Parkway, F., Stanford, B., Vallancourt, J. & Stephens, H. (2005). Becoming a Teacher, 2nd Canadian Edition. Toronto, ON: Pearson.
In addition to the text, there will be supplementary course readings (provided) assigned throughout the course.
RECOMMENDED
Ontario Education Legislation is available on the Ontario Government Website
http://www.e-laws.gov.on.ca/html/statutes/english/elaws-statutes-90e02-e.htm
or, in book form,
Brown, Anthony F., Consolidated Ontario Education Statutes and Regulations, Toronto: Carswell,2007.
PRACTICUM PLACEMENTS:
You will be placed in a school for two weeks of observation during the following dates:
· February 18-22, 2008
· May 5-9, 2008
Your contact person for any questions related to the practicum is Sandra Minor at Ext.4224, in the Dean of Education’s Office.
UNIT 1: UNDERSTANDING SELF AS A DEVELOPING TEACHER
( approximately 6 hours)
Beginning with the question of “Why do you want to be a teacher?”, this unit will provide you with an opportunity to explore your understanding about teaching and learning, and influences that have helped to shape your perspective on the profession of teaching. Through readings, class activities, and reflection, you will be challenged to examine your beliefs and assumptions about what it means to teach and to be a teacher, and consider how these beliefs may have been influenced, and continue to be influenced, by your own life experiences.
Key Concepts & Terms: life map, hidden curriculum, teacher expectations, curriculum orientations, empowerment, professional development, reflective practice, professional learning teams (PLT’s), and the new teacher internship/ mentorship.
Teachers in Ontario belong to the Ontario College of Teachers. “College members use the ethical standards and the standards of practice to reflect on their own development as teaching professionals and inform their practice and ongoing learning choices” (Ontario College of Teachers Foundations of Professional Practice, 2006).Professional growth and development, whether individually pursued, or accomplished with other members of a professional learning team, are positive approaches to learning before and within the profession, although this growth and development does not always come about without dissonance and disillusionment.
LEARNING EXPECTATIONS FOR UNIT 1:
You will:
§ explore the preconceived knowledge that you bring to the teacher preparation program;
§ examine personal understandings of “teacher” and theoretical orientations to the role
§ develop an understanding of self as a developing teacher, and of the usual pathways to professional development before and during the profession
§ understand the elements of “The Professional Learning Framework for The Teaching Profession” (Ontario College of Teachers Foundations of Professional Practice, 2006, pp.23-24.)
UNIT 2: LEGAL AND PROFESSIONAL FOUNDATIONS OF EDUCATION IN ONTARIO (approximately 6 hours)
Every teacher in Ontario must be familiar with the various statutes and laws that govern education in Ontario. We will examine the main laws that impact on the classroom teacher, including the Education Act, the Ontario College of Teachers Foundations of Professional Practice, the Ontario Human Rights Code, the Charter of Rights and Freedoms, and relevant sections of other statutes, such as the Child and Family Services Act.
Key Concepts & Terms: roles and responsibilities, accountability, agent of the board, acts and regulations, foundations of professional practice, ethical standards for the teaching profession, protocols for interagency cooperation
“The Standards of Practice for the Teaching Profession provide a framework of principles that describes the knowledge, skills, and values inherent in Ontario’s teaching profession. These standards articulate the goals and aspirations of the profession. These standards convey a collective vision of professionalism that guides the daily practices of members of the Ontario College of teachers” (Ontario College of Teachers Foundations of Professional Practice, 2006, p.11)
“The purposes of the Ethical Standards for the teaching profession are:
· to inspire members to reflect and uphold the honour and dignity of the teaching profession
· to identify the ethical responsibilities and commitments in the teaching profession
· to guide ethical decisions and actions in the teaching profession
· to promote public trust and confidence in the teaching profession”
(Ontario College of Teachers Foundations of Professional Practice, 2006, p.8)
LEARNING EXPECTATIONS FOR UNIT 2:
You will:
§ gain an understanding of the legal framework governing education in Ontario;
§ become familiar with relevant portions of the Education Act and regulations;
§ develop an awareness of a teacher’s contract and issues related to contracting;
§ understand the roles of the Ministry of Education, school boards, Ontario College of Teachers, EQAO and federations;
§ be aware of some issues related to teacher liability.
UNIT 3: PHILOSOPHY OF EDUCATION (approximately 6 hours)
An exploration of the historical development of educational perspectives will assist the teacher candidate in understanding the foundations upon which teaching practice has evolved. Throughout this unit you will be given the opportunity to explore and critically analyze educational philosophies and to examine how these relate to your own personal perspectives about teaching and learning. You will also be asked to reflect upon your personal theories and to examine how these theories will impact your teaching practices. This unit will help you begin to construct and articulate your ever evolving personal philosophy of education regarding your understanding of the goals of education, the role of the teacher, the image of the learner, and the nature of learning itself.
Key Concepts & Terms: curriculum orientations, philosophical & psychological orientations, theory, practice & praxis, dilemmas of schooling, teaching and social change, becoming a critically reflective practitioner, examination of misconceptions, purpose of education, role of the teacher, image of the learner, the nature of learning.
LEARNING EXPECTATIONS FOR UNIT 3:
You will:
§ develop an understanding of the range of orientations of the teaching process, including transmission, transaction, and transformation (J.P. Miller)
§ explore perspectives of learning as a professional, from instrumentalism to critical reflection;
§ examine the role of Professional Learning Teams (PLT’s) on the professional development of teachers (Ontario College of Teachers Foundations of Professional Practice, p.19)
§ gain an understanding of the relationship between theory and practice;
§ begin to construct and explain your personal philosophy of education by exploring personal beliefs about your role in education
UNIT 4: SOCIAL PERSPECTIVES ON TEACHING & LEARNING
(approximately 9 hours)
In this unit, you will critically examine: a) the classroom as a social structure and b) the role of the teacher as a facilitator of social interaction and social development, to explore the questions of how schools have been structured for effective social interaction and what you, as the teacher, will need to address to maximize learning in a social environment.
Key Concepts & Terms: power, status quo, resistance, empowerment, equity, social justice, stereotypes, bias, labeling, expectancy effects, marginalization, resistance, emancipation, democratic education, inclusiveness.
LEARNING EXPECTATIONS FOR UNIT 4:
You will:
§ gain an understanding of the classroom as a social structure;
§ develop sample socio-grams to demonstrate and analyze classroom interactions;
§ consider factors that influence social and academic groupings within a classroom;
§ recognize the factors that facilitate and impede the development of effective social interaction and learning in the classroom;
§ become familiar with the multicultural nature of the classroom;
§ explore how social class, race and gender impact schooling.
UNIT 5: CRITICAL ISSUES IN EDUCATION (approximately 9 hours)
Teacher candidates will examine a number of critical issues that influence the teaching and learning process. Through group seminars, teacher candidates will explore these issues and discuss their impact on how teachers think and behave.
“Teaching is guided by the beliefs that:
· teaching and student learning are inextricably linked
· there exists an evolving body of professional knowledge and skills distinct to the teaching profession
· teaching and leadership must be responsive to the diverse nature of Ontario’s democratic society
· College [of Teachers] members contribute to the development of professional knowledge through their collaborative practice and professional interactions
· teaching is a highly contextual and multi-dimensional profession
· ongoing and self-directed professional learning are integral to and imbedded in teacher professionalism
· the knowledge, practice and leadership responsibilities of College [of Teachers] members will evolve as teachers move through a variety of career stages”
(Ontario College of Teachers Foundations of Professional Practice, 2006)
Key Concepts & Terms: socio- economic status, poverty, gender, sexual identity & orientation, multicultural education, race, heritage, marginalized students, “at risk”, data driven decision making, focused teaching, inclusiveness
LEARNING EXPECTATIONS FOR UNIT 5:
You will:
§ identify and investigate a relevant educational issue;
§ use interview techniques to acquire information from professional teachers about their Professional Learning Team (PLT) experiences;
§ understand the concept of “focused” [“targeted”] instruction;
§ debate educational issues and present reasoned perspectives and arguments;
§ discuss the impact of the selected issues on classroom teachers and students;
§ provide feedback to others about their perspectives and arguments.