教育
圣公会教育学院. 可以买滚球的正规平台 offers the following Bachelor of Arts degree programs and a B.Ed. 学位课程:
小学教育 (学习成绩)
- 支持领域:数学, 科学, 社会研究, 历史, 英语/语言艺术, 阅读, 法国, 德国, 西班牙语, 或者特殊教育
中等教育 (等级5 - 12)
- 赞助领域:艺术, 业务(所有), 英语/语言艺术, 西班牙语, 数学, 音乐, 生物学, 化学, 历史, 和阅读
- Middle school (Grades 5-8): Middle school endorsement (major in the subject you wish to teach) and English as a Second Language (ESL/ELL)
可以买滚球的正规平台的优势
- Our Reading Clinic puts you at the forefront of lesson plans, testing and evaluation right away
- Unmatched real-world experience with twice the amount of field experience hours required by the state of Iowa
- 100%毕业后就业
概念框架
南澳大学教育工作者预备课程培养关爱, 合格的, and competent educators through the coupling of the liberal arts with the professional preparation of pre-service teachers.
更多关于教育学院
圣. 可以买滚球的正规平台 Educator Preparation Program will be recognized and respected as a regional leader in the development of caring, 合格和称职的教育工作者.
作为一个独立的程序内, 教区, Catholic institution of higher learning committed to professional preparation within a strong liberal arts tradition, it is the mission of the SAU Educator Preparation Program to prepare teachers who: 1) are professionally ethical; 2) possess the 知识 and skills in current educational theory and practice needed to serve all learners in diverse current educational environments; and 3) possess the general skills needed to adapt to and create the learning environments of the future.
- The Educator Preparation Program (EPP) believes reflective practice to be the essence of pre-service candidate growth as a professional educator.
- The EPP believes candidate development through a liberal arts education is critical to developing highly-合格的 teachers.
- The EPP believes a comprehensive and rigorous standards-based pre-professional curriculum is critical to developing highly-合格的 teachers.
- The EPP believes both the teaching dispositions held and ethical standards from which to guide decision-making are essential to the development of professional educators.
- EPP正规买球平台有哪些教育行业是不断进步的, and as such it is critical to understand how cross-cutting themes such as diversity, social emotional learning and technology integrate across our understandings of teaching and learning.
- The EPP believes clinical experiences play an essential role in developing highly 合格的, 有爱心和能力的专业教育工作者.
教育部门
州际教师评估和支持联盟(InTASC)
The developmental approach inherent in these progressions rests on several assumptions. 为透明起见，在此概述这些假设.
学与教是复杂的 because they involve humans and relationships.
We know from research that the teacher/learner connection is the most critical factor in successful learning.
除了了解他们的内容, 老师必须了解他们的学生, 他们是如何成长和发展的, 他们喜欢的学习方式, 他们的优势和需求, 以及他们的世界观.
教师必须知道如何激励学生, 参与, and inspire their students and do this within a fluid and organic environment that requires constant awareness and adjustment across multiple learners and learning modes, 而且往往只有有限的资源和支持.
教学专业知识可以学习，随着时间的推移而发展，并且不是线性的
教学专业知识是可知的，也是可教的.
It can be described, supported by research, demonstrated, experienced, and known. While there is a foundational base of practice with developmental benchmarks along a continuum, not all parts of an individual's performance progress along a continuum at exactly the same pace.
而, 教师的特殊表演形式, 知识, and dispositions may vary with high performance in some areas and weaker performance in others.
Certain professional experiences and supports may spark growth in particular areas and, 相反, changes in context may cause a temporary set-back in skill level until the new context is mastered.
成长可以通过对经验的反思来实现, 反馈, 或个人或团体的专业学习经验.
为了发展他们的专业知识, teachers must become 知识able about more effective strategies (know), 在真实的上下文中实现它们(do), 收集学习者对策略反应的证据(使用数据), 仔细考虑那个证据。, 如果可能的话，向导师之类的人寻求反馈, 教练。, 同伴老师或观察员(获得反馈), 然后进行调整(调整), 重复这个循环.
Teachers must be taught how to work through this cycle and should leave their initial preparation with the skill to reflect on their practice alone and with others, 并根据发展增长的框架来评估他们的实践.
Intervention is needed when a teacher is unable to reflect or recognize teaching behaviors that should be addressed.
发展取决于环境，特别是支持的程度.
The effectiveness of a teacher's 知识 and skill varies depending on context and that 知识 and skill may serve them well in one context but less well in another.
例如, a teacher who changes grade levels may find that s/he is at a beginning level in certain skills now needed to teach students at a younger age.
A rural teacher who moves to an urban environment may need different strategies to 参与 students who have different strengths and needs or who come with different life experiences.
The teacher has a reciprocal and iterative relationship with context that needs to be taken into account when supporting their growth and development.
这是关于教学实践，而不是关于教师个人.
The focus of these progressions is on the practice of teaching and how to improve practice.
The key questions are always these: What is the impact of the practice on the learner? 学习者是否投入?? 他们在学习、成长和进步吗?
佩顿里斯
B.A. 基础教育，2023级
Peyton plans to be a teacher who guides, supports, and encourages lifelong learning. 难怪她会欣赏圣. 可以买滚球的正规平台 approaches its Teacher 教育 Program: with strong academics and life-changing experiences, 我们挑战学生发挥他们最大的潜力-他们茁壮成长.