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Concurrent B.Ed. Courses


Master Timetable 2017-18: Concurrent Teacher Education Program (pdf)

Full program information and policies can be found in the CTEP Calendar

EDU460H1  Psychological Foundations of Learning (Course Weight 0.5)
This course builds on and extends the introductory Psychology course on Child and Adolescent Development. It delves more deeply into how development influences learning and also examines general issues related to how students learn. In recent years several important
evidence-based principles have emerged about the nature of learning. For example, we know that learning is a constructive rather than a receptive process, that the structure and organization of knowledge profoundly impact our thinking, that self-regulation of cognition are important characteristics of effective learning, that motivation and beliefs direct learning, that social interaction and discourse play an important role in cognitive development, and that to develop competence, a deep foundation of knowledge is needed. We also know that individuals learn differently. How well a teacher understands and appreciates the psychological factors that influence student learning, student motivation, and the learning environment plays an important role in effective teaching practice. There will be a strong emphasis on “application”, with students being encouraged to think critically about learning as they connect course content to both in-class case studies and facets of actual teacher practice observed in their practicum.

EDU470H1  Social Foundations of Teaching and Schooling (Course Weight 0.5)
This course builds on issues introduced in the prerequisite Equity and Diversity in Education course by helping new teachers understand how they can support diverse students’ learning in classroom, school and school system settings. The course helps teacher candidates develop understandings of opportunities for teacher development in school settings; family, community and peer characteristics that shape students’ experiences of schooling; classroom social dynamics and teachers’ curricular and pedagogical choices; program and school organization, and how teachers can work effectively with other teachers and administrators; as well as how educational policies shape the conditions of teaching and learning. Course participants will develop observational skills in order to understand and intervene successfully in classroom, school and policy/system dynamics. By linking with the Practicum, the course allows students to observe, experiment with and reflect upon actual teaching experiences and to connect those observations and experiences to larger debates in the educational literature about the goals, purposes, and limitations of schooling.

EDU482H1  Mentored Inquiry in Teaching – Reflective Practice and Professional Learning (Course Weight 0.50)
This course draws upon and integrates foundational and curriculum theory and field-based learning. This course is designed to prepare new teachers to make connections between theory and practice by linking course work and field experiences. Teacher candidates will observe and develop understanding about classrooms, schools and communities. They will develop a sense of professional identity and collegial working relationships in the context of both field placements and academic classes. Through inquiry, teacher candidates will engage in reflective practice related to issues and challenges, problem-solving and questioning of assumptions about teaching and learning from a range of educational perspectives. This course will provide an introduction to and an opportunity for inquiry into a particular school context, organization and setting. Teacher candidates will reflect upon observations and inquiry-based activities both individually and with colleagues. Teacher inquiry practices that focus on student learning, achievement and well- being, inform effective teaching and learning practices/strategies and influence school improvement plans will be utilized. Teacher candidates will learn the importance of informing ones’ practice through monitoring and feedback to ensure continuous improvement. Teacher candidates will also develop tools to support communication with stakeholders, particularly parents and community members.

EDU492H1  Practicum (Course Weight 0.50)
The practicum consists of two main components:
i) orientation to schools, communities and systems and
ii) opportunities for classroom practice related to the candidate’s specific program.

Teacher candidates are assigned to a 4 week (20 day) practicum session during the fall. In the winter term teacher candidates are assigned to a 7 week (30 - 35 day) practicum session in their Anchor Subject in schools or other settings approved by the Ontario College of Teachers. The candidates will engage in a minimum of forty days of combined observation and practice as required by the OCT. This does not include the field experiences candidates are involved in throughout their program.

EDU452Y1  Primary/Junior I – Curriculum, Instruction and Assessment (Course Weight 2.0)

This curriculum studies course prepares teacher candidates to become elementary teachers (K-Grade 6) by guiding them to examine theories of curriculum, instruction and assessment as related to subject studies and student learning. Candidates will explore how understandings of their students and their own life histories can influence their pedagogic practice and decision-making. Topics include a review of subject knowledge, models of teaching and learning, and methods of program organization. Ontario Ministry of Education curriculum policy documents and teacher resources will be reviewed for their applications to classroom programming. Consideration will be given to the process of curriculum integration to help teacher candidates plan lessons and units.

Intermediate/Senior – Curriculum, Instruction, and Assessment (Course Weight 1.0 per Teachable Subject)

For course descriptions of each teachable subject CIA course, see the CTEP Calendar

The purpose of these courses is to prepare candidates for teaching subjects to students in secondary schools (Grades 7-12). The courses will begin with an examination of the important structures of the subject knowledge in their area of study. Candidates will explore curriculum planning and implementation; instructional and organizational classroom strategies; and assessment and evaluation appropriate to the school subject(s) focused on in the course. Ontario Ministry of Education curriculum policy documents and teacher resources will be reviewed for their possible applications to classroom use. Multiple models of teaching, based upon educational research literature, will be critically analyzed and discussed in order to ascertain effective approaches to teaching.


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