Secondary Program Core Course Components
Candidates attend the one-year program five days a week. The program consists of an academic and practical component. The Secondary BEd/DipTechEd 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/DipTechEd Degree and the Ontario Teachers' Certificate of Qualification.
- Teacher Education Seminar (1 full year course)
- Psychological Foundations of Learning and Development (.5 half year course)
- School and Society (.5 half year course)
- Curriculum and Instruction Courses (2 full year courses)
- Related Studies Course (.5 half year course)
- Practicum (.5 half year course)
Please note: Teacher candidates who intend to seek employment with a Catholic board take the Teaching in Ontario's Catholic Schools course.
The Teacher Education Seminar EDU 6000 (TES)
The Teacher Education Seminar component addresses six program themes. These themes are outlined, discussed, and critically analyzed within the context of legislation and government policies related to secondary education in the province of Ontario and recent academic literature. These include: the Ontario Secondary School Program; Ethics and professionalism; Special Education; Effective learning environments & classroom management; Assessment and evaluation; and Diversity, equity & social justice.
Psychological Foundations of Learning and Development EDU3506 (PF)
The Psychological Foundations of Learning and Development component involves the study of how students learn and how children and adolescents develop - cognitively, emotionally, and physically - and the implications that follow for how they should be 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 EDU3508 (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 Courses (C&I)
Curriculum and Instruction (C&I) courses introduce teacher candidates to: subject-specific curriculum knowledge appropriate for Secondary Schools in Ontario; Teaching and learning practices used to address learning and learner diversity; Inclusive classroom and school-based practices; Approaches to assessment and evaluation; and Professional associations and opportunities for ongoing professional learning and community involvement. Teacher candidates select two full year subject-focused curriculum specialties from the list below:
- Business Studies (Accounting EDU1340, Business Studies-General 1330)
- Classical Studies (Latin) EDU1200 (2006/07)
- Computer Studies EDU1049
- Dramatic Arts EDU1070
- English EDU1100
- Family Studies EDU1160
- French as a Second Language EDU1110
- Geography EDU1440
- Health and Physical Education EDU1250
- History and Social Sciences (Economics EDU1080, History EDU1150, Social Sciences-General EDU1270, Politics EDU1260)
- International Languages EDU1180 (German EDU1140, Italian EDU1190, Spanish EDU1310)
- Mathematics EDU1220
- Music (Instrumental EDU1230 or Vocal EDU1240)
- Religious Education EDU1280
- Sciences (Biology EDU1470, Chemistry EDU1480, Physics EDU 1490 and Science General EDU1300)
- Technological Education (Curriculum Development for Technological Education ETS1040, Principles and Methods of Teaching Technological Studies ETS1010)
- Visual Arts EDU1010
(Please note: All teacher candidates in Technological Education must complete the following two Curriculum and Instruction courses: Curriculum Development for Technological Education and Principles and Methods of Teaching Technological Education.)
Related Studies Course (RS)
The Related Studies component provides teacher candidates with the opportunity to deepen and broaden their knowledge and skills in relation to a focused educational research area of personal interest. There is a heightened attention in these courses to theory, research, and practice and faculty share their current research in these more specialized areas. Teacher candidates select one Related Studies course from several annual offerings that cover a wide range of issues in education.
Practicum and Internship
The Practicum component consists of two elements: an orientation to schools (with a focus on the broader school community) and classroom practice. Teacher candidates complete two four and one-half week sessions. Teacher candidates are assigned to secondary schools or other settings approved by the Ontario College of Teachers. 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. In most SPs, teacher candidates usually complete up to 6 additional days in schools throughout the academic year in addition to the regular Practicum days.
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 (for example, TV Ontario, Art Gallery of Ontario). 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.