Elementary Program Core Course Components

Candidates attend the one-year program five days a week. The program consists of an academic and practical component. The Elementary BEd Program consists of seven core components. All teacher candidates in the program must successfully complete the seven core components in order to be recommended for the BEd degree and the Ontario Teachers' Certificate of Qualification.

These include:

(Please note: Teacher candidates who intend to seek employment with a Catholic board take the Religious Education Learning and Believing in Catholic Schools course as a prerequisite.)

Teacher Education Seminar EDU6000Y
The Teacher Education Seminar component addresses six program themes: overview of the elementary program; standards of practice, legal and ethical responsibilities and considerations; special education; effective learning environments; assessment and evaluation; and diversity, equity and social justice in schools programs. These themes are outlined, discussed, and critically analyzed within the context of legislation and government policies related to elementary education in the province of Ontario and the professional and academic literature.

Psychological Foundations of Learning and Development EDU3506H (PF)
The Psychological Foundations of Learning and Development component focuses on the psychological principles of learning and development and their application to teaching. Candidates study how children develop cognitively, emotionally and physically and the implications for how students are taught. This component addresses six core themes: expertise in the domain of teaching; human development; cognitive approaches to learning; motivation; individual diversity; and classroom environment and classroom management.

School and Society EDU3508H (S&S)
School and Society introduces teacher candidates to a range of issues flowing from the complex relationship between schools and the society in which they are embedded. Key themes addressed in this component include: the variety and purposes of schooling; contemporary goals of education; student diversity and difference; democracy, conflict, and resistance in schools; family and community relationships with schools; how schools are organized; and teachers' identities.

Curriculum and Instruction (C&I)
Curriculum and Instruction (C&I) courses introduce teacher candidates to: subject-specific content and pedagogical knowledge appropriate for Elementary Schools in Ontario; key concepts and disciplinary themes; curriculum documents; effective methodologies and strategies; resources; teaching practices used to address learning and learner diversity; approaches to assessment and evaluation; and professional associations and opportunities for ongoing professional learning and community involvement.

Primary/Junior Education EDU 1420Y
Primary/Junior teacher candidates take a course consisting of broad-based methodology in seven subject areas including:

Language Arts
Mathematics
Social Studies
Science
Health and Physical Education
Music
Visual Arts

Junior/Intermediate Education EDU 1450Y
Junior/Intermediate teacher candidates take two course components.

1. A course that consists of broad-based methodology in seven subject areas including:

Language Arts
Mathematics
Social Studies
Science
Health and Physical Education
Music
Visual Arts

2. One subject-specific methodology course from those listed below:

Dramatic Arts
English (First Language)
French (Second Language)
Geography
Health and Physical Education
History
Mathematics
Music: Instrumental
Music: Vocal
Science
Visual Arts

Related Studies (RS)
The elective Related Studies courses allow teacher candidates to deepen and broaden their knowledge and skills in relation to a focused educational research area of personal interest. As part of the program you must complete one of these courses.

You will be selecting one of these courses via the Student Web Service (ROSI) in mid-August. For more information go to http://www.oise.utoronto.ca/ro/Teacher_Candidates/Newly_Admitted_Teacher_Candidates/Related_Studies_Course_Info.html

Practicum and Internship
The Practical component consists of three elements: STEP, Practicum and Internship.

The Student Teacher Experience Program (STEP)
The Student Teacher Experience Program is a part of the elementary program that provides opportunities to observe and work with students and Associate Teachers in preparation for the practicum placement. Teacher candidates build rapport with students, familiarize themselves with classroom routines and practices and connect their course work with the field.
Practicum
The practicum is an orientation to schools (with a focus on the broader school community) and classroom practice. Teacher candidates are assigned to elementary schools with certified teachers and complete two four-week blocks. The Practicum involves teacher candidates observing and teaching classes, exploring broader school themes and issues, and assessing/reflecting on their aptitude for and commitment to teaching as a career.
Internship
The Internship is a five-week field-based experience occurring from late April until the end of May. The Internship serves as a bridge between the candidates' course work and Practicum, and their entry into full-time teaching. Internships are usually in schools, but can also be in other educational sites (e.g. TV Ontario, Art Gallery of Ontario) and can take place locally, nationally or internationally. The Internship provides teacher candidates with the opportunity to develop new skills and/or refine developing skills in a non-evaluative setting. The Internship is also an opportunity to explore facets of education that will enrich and complement previous experience and educational training.