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Conceptual Framework
College Educational Theme and Core Components: Knowledge
Each program in the College of Education is grounded in a knowledge base derived from research, theory, and “wisdom of practice” in our respective fields. Incorporated in each knowledge base is the content knowledge specific to the field and the professional knowledge, which includes the social, cultural, historical, and philosophical nature of the field. For the preparation of teachers, four types of knowledge have been identified: content knowledge, professional knowledge, pedagogical content knowledge, and pedagogical knowledge (Shulman, 1987). With the development of cognitive psychology has come an increasing emphasis on teachers’ knowledge and beliefs regarding pedagogy (Meijer, Verloop, & Beijaard, 1999; Borko & Putman, 1996). Darling-Hammond (2000) concluded that teachers must possess both pedagogical and content knowledge of their discipline in order to support and foster quality education for all students. Our collaborations with faculty in Colleges of Arts and Sciences and Fine and Applied Arts are designed to strengthen both pedagogical and content knowledge in the discipline.
We concur with Borko and Putnam (1996) that teachers must possess knowledge about teaching, learning, and the learners. A foundation of Core Courses supported by a detailed knowledge base (see Appendix B) forms the basis of all P-12 programs. Coursework is strategically sequenced for candidates to acquire knowledge about effective classroom management and discipline, instructional strategies to create learning environments, and an understanding of the characteristics of the learning population, including how to motivate, diagnose learning needs, and communicate expectations. All work together to produce the type of professional teacher described by Shulman (1999): “A scholar, an intellectual, and a knowledge worker oriented toward the interpretation, communication, and construction of such knowledge in the interests of student learning” (p. xiii). In all programs in the College of Education, our candidates learn by high quality, well planned, and supervised field observations/ participation, clinical experiences, internships, and practica. Kennedy (1998) states that merely seeing professionals in the field does not make the connections necessary to become better professionals. These experiences provide an opportunity to connect classroom learning objectives to a frame of reference for discussion and development. An effective experience ensures the development to a standard of expectation through observation, analysis, application, and reflection through various means. This model provides an opportunity for the use of “innovative pedagogical strategies to verify that learning is applied to real problems of practice” (National Commission on Teaching and America’s Future, 1996).
In addition to being an integral part of candidate programs, inquiry is stressed among faculty. It is the responsibility of the faculty not only to prepare our candidates with state-of the art knowledge but also to contribute to this knowledge through their own research and scholarly endeavors. As such, research from various approaches is valued. The college values both qualitative and quantitative epistemologies and considers action research as an approach especially relevant to practitioners.
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