Department: Human Development and Learning
Course Number: EDFN 2300
Course Title: Foundations for Teaching
Semester Hours: Three (3)
Date of this Revision of Syllabus: Spring 2000
Text(s) and/or Required Readings: Morrison, George S. (1997). Teaching in America. Boston: MA: Allyn & Bacon. ISBN 0-205-26294-5
Catalog Description: EDFN 2300. Foundations for Teaching (3 hours)- Prerequisite: EDFN 2100, Orientation to the Teaching Profession. This course is an introduction to the roles of the professional teacher, teaching as a career, and the teaching/learning process. Particular attention will be given to educating teachers as leaders for the 21st Century. Field experience is required (30 hours).
Additional Course Information: This course includes a supervised field experience along with directed observations, a series of projects related to the school, the curriculum, the teacher, and the learner; reading and examinations from selected portions of the textbook; and the acquiring and exhibition of professional behavior and conduct.
Relationship of Course to College and Program Philosophy and Goals: This course is designed to provide the preservice teacher education student with a formal introduction to the role of the teacher as a leader for the 21st Century, to the teaching profession and to the school. A goal of the course is to provide the prospective teacher with the knowledge and experience needed to make and/or confirm a decision to enter the teaching profession. An important element of the College of Education's philosophy, mission, and objectives is to identify those individuals who demonstrate promise of becoming successful in the profession. The nature of the course provides the opportunity for the student to reflect on the decision of choosing teaching as a career, to gain an awareness of one's own cultural profile as well as diversities which exist in the background of others, and to experience teaching in a "real-life" situation.
1. The student will acquire an awareness of the roles of the professional teacher as a leader for the 21st Century.
2. The student will gain an awareness of the relationship between teaching and learning through guided participation in the classroom.
3. The student will evaluate his/her own potential as a prospective teacher.
4. The student will define and describe the roles of the teacher and reflect on these roles in field work situations.
(1.) What makes a good teacher?
(2.) Teacher responsibilities.
(3.) Why people choose to teach.
(4.) How is teaching changing?
(5.) Reform movements in teacher education.
(6.) Job opportunities for teachers.
The School and its Curriculum:
(1.) Role of schooling in society.
(2.) Organization of public schools.
(3.) Teaching in urban, rural and suburban schools.
(4.) Grade level organization.
(5.) School size and school organization.
(1.) Multicultural/multilingual schools.
(2.) Racial and ethnic diversity.
(3.) Influence of language on learning.
(4.) How does gender affect learning?
(5.) Meeting the needs of multicultural students.
(6.) Special needs students and students at risk.
(7.) Inclusive classrooms.
The Community and Family:
(1.) Parent and family influence on teaching and learning.
(2.) Family-centered teaching.
(3.) Parent empowerment.
(4.) Using the community to teach.
(5.) Business and industry as partners in education.
(6.) Technology's influence on community based and worldwide education.
Class Activities (including instructional strategies) and Requirements (Projects, Papers, Tests, etc.):
1. A Guided Field Experience under the Supervision of an Approved Teacher. Students will complete a series of assignments based upon their observations and experiences in schools. A log of field experiences will be maintained in A Guide to Field Experiences.
2. Guided Research Projects and Assignments. Students will complete a series of assignments based on readings in the professional literature related to the following educational topics:
a. The School & Its Curriculum- Exploring the school facilities and curriculum.
b. The Teacher- Gaining an awareness of the roles of an effective classroom teacher.
c. The Learners- Observing and analyzing the growth and development of learners at various age and grade levels.
3. Seminars devoted to the discussion of the course topics.
Field Experience Requirements: Participation in a supervised field experience involving the administration, staff, faculty, and students of a school is required. Experiences will include, but not be limited to, directed observations, teacher directed assistance to learners and teachers, and guided study of the school.
Supplementary Readings and Materials:
Posner, G.J. (1993). Field Experience: A guide to reflective teaching. Third edition. New York: Longman.
Knight, G. R. (1990). Issues and alternatives in educational philosophy (2nd ed.). Andrews University Press.
Levine, D. U., & Havighurst, R. J. (1992). Society and education (8th ed.). Boston, MA: Allyn & Bacon.
Rippa, A. S. (1992). Educational in a free society: An America history (7th ed.). New York: Longman.
Banks, J. A. (1993). Multicultural education: Historical development, dimensions, and practice. Review of Research in Education, 19, 3-49.
Banks, J. A. (Guest editor) (1993). Phi Delta Kappan, 75(1), 21-54.
Banks, J. A. (1993). The canon debate, knowledge construction, and multicultural education. Educational Researcher, 22(5), 4-14.
Bell, D. (1992). Faces at the bottom of the well: The permanence of racism. New York: Basic Books.
Delpit, L. D. (1991). The silenced dialogue: Power and pedagogy in educating other people's children. In N.M. Hidalgo, C.L. McDowell, & E.V. Siddle (Eds.). Facing racism in education. Cambridge, MA: Harvard Educational Review, 84-102.
Gay, G. (1990). Achieving educational equality through curriculum desegregation, Phi Delta Kappan, 72, 56-62.
Gay, G. (1994). At the essence of learning: Multicultural education. West Lafayette, IN: Kappa Delta Pi.
Hughes, R. (1993). Culture of complaint: The fraying of America. New York: Oxford University Press.
Kozol, J. (1991). Savage inequalities: Children in America's schools. New York: Crown Publishers, Inc.
Nieto, S. (1994). Moving beyond tolerance in multicultural education: Affirmation, solidarity, and critiques. Multicultural Education, 1(4), 9-12.
Ogbu, J. U. (1990). Overcoming racial barriers to equal access. In J.I. Goodlad & P. Keating (Eds.). Access to knowledge: An agenda for our nation's schools. New York: The College Board. 19-31.
Parekh, B. (1986). The concept of multicultural education. In S. Modgil, G.K., Verma, K. Mallick, & C. Modgil (Eds.), Multicultural education: The interminable debate. London: Falmer Press. 19-31.
Ravitch, D. (1990). Diversity and Democracy: Multicultural education in America. America Educator, 16-48.
Schlesinger, A., Jr. (1991). The disuniting of America. Knoxville, TN: Whittle Books.
Sleeter, C. E. (1989). Multicultural education as a form of resistance to oppression. Journal of Education, 171(3), 51-71.
Sleeter C. E. (Ed) (1990). Empowerment through multicultural education. Albany: State University of New York Press.
Takaki, R. T. (1989). Strangers from a different shore. Boston: Little, Brown.
Weiler, K. (1988). Women teaching for change. Boston: Bergin & Garvey.
Wilson, W. J. (1987). The truly disadvantaged: The inner city, the underclass, and public policy. Chicago: The University of Chicago Press.
COURSE SECTION INFORMATION
Course Number: EDFN 3300
Course Title: Foundations for Teaching
Credit Hours: 3
Semester: Fall and Spring
Course Management and Evaluation Policies:
The university grading scale will be used in assigning grades. The final grade will be determined by evaluating the student's performance in the following areas:
1. Evidence of Professional Behavior
3. Midterm and Final Examinations
Class Meeting Schedule:
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