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Education Teacher Education Course Descriptions (BEd/DipEd) Professional Studies (PROF)
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Professional Studies (PROF)
PROF 100/1.5 Critical Issues and Policies     (PJ)
An introduction to issues and policies that are critical for beginning and experienced teachers in elementary schools. It invites candidates to build on their experiences in classrooms and associate schools, to begin to learn about their legal rights and responsibilities as teachers, to begin to learn about adapting instruction for exceptional learners and about equity issues they will face in schools.
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PROF 101/1.5 Critical Issues and Policies     (IS)
This course is an introduction to issues and policies that are critical for beginning and experienced teachers. It invites candidates to build on their experiences in classrooms and associate schools, to begin to learn about their legal rights and responsibilities as teachers, to begin to learn about adapting instruction for exceptional learners and about equity issues they will face in schools.
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PROF 105/1.5 Critical Issues and Policies in First Nations Classrooms (PJIS)
(Aboriginal Teacher Education Community-Based students only)
This course is an introduction to issues and policies that are critical for beginning and experienced teachers in Aboriginal education. It invites candidates to build on their experiences in classrooms and associates schools, to learn about their legal rights and responsibilities as First Nations teachers, to learn about adapting instruction for exceptional Aboriginal learners, and to learn about equity issues they will face in Provincial and First Nations schools.
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PROF 110AB/3.0 Self as Teacher (Concurrent Year 1)          
Introduction to schools, teaching, and curriculum in their historical, political, social and philosophical context. Exploration of policy, practice and professional portfolios, with an emphasis on reflective and critical thinking.
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PROF 150AB/3.0 Concepts in Teaching and Learning (PJ)
This course includes four modules that deal with basic issues and concepts at the Primary-Junior level in the following areas:† assessment and evaluation, psychology of learning and development, philosophy of education, and social contexts of education. The social contexts module may encompass concepts from both sociology of education and history of education. Each module will involve a set of readings and an assignment or other assessment procedure. Module instructors may choose a large group presentation format, an online format, or combination of both. Teacher candidates must receive a passing grade in all four modules in order to pass the course.†
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PROF 155AB/3.0 Concepts in Teaching and Learning (IS)
This course includes four modules that deal with basic issues and concepts at the Intermediate-Senior level in the following areas:† assessment and evaluation, psychology of learning and development, philosophy of education, and social contexts of education. The social contexts module may encompass concepts from both sociology of education and history of education. Each module involves a set of readings and an assignment or other assessment procedure. Module instructors may choose a large group presentation format, an online format, or a combination of both. Teacher candidates must receive a passing grade in all four modules in order to receive a pass in the course. †
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PROF 170AB/0 School and Classroom Leadership: In Pursuit of School Effectiveness (PJIS)
The purpose of the School and Classroom Leadership course is to provide a platform to examine current initiatives to support the learning and achievement of all students.

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PROF 180/0 School Law and Policy (PJIS)
This course, obligatory for all candidates seeking an Ontario Teacherís Certificate, provides an overview of the legal aspects of teaching in Ontario. Attention is focused on the Education Act, R.S.O. 1990 and the Teaching Profession Act, R.S.O. 1990, and selected regulations supporting these statutes. Teacher candidates receive basic information about the legal duties of education personnel; the teacherís contract of employment and related job security procedures; and the purposes, structure and practices of the teacher associations in Ontario.
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PROF 190AB/1.5 Theory and Professional Practice (Final Year Concurrent and Consecutive)  (PJ)
Focuses on connecting practicum experiences with on-campus learning and introduces the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving teaching and learning and associated classroom practices.
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PROF 191AB/1.5 Theory and Professional Practice (Final Year Concurrent and Consecutive)   (IS/Tech)
Focuses on connecting practicum experiences with on-campus learning and introduces the process of constructing and documenting professional knowledge. This course emphasizes understanding and improving teaching and learning and associated classroom practices.
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PROF 192/0.78 Theory and Professional Practice, Part 1 (Tech)
(Technological Education Internship students only)
Introduction to the process of constructing and documenting professional knowledge acquired by the students' classroom experience.†
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PROF 193/0.72 Theory and Professional Practice, Part 2 (On-line course) (Tech)
(Technological Education Internship students only)
This course is delivered online using ICT. Begins the process of constructing and documenting professional knowledge acquired by experience. With an emphasis on classroom activities and teaching strategies, opportunities are provided to interpret and modify practices from one's own perspective and that of experienced teachers, fellow teacher candidates, and relevant educational literature. An E-Portfolio is required.†
Prerequisite: PROF 192
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PROF 195AB/1.5 Theory and Professional Practice in Aboriginal Education   (PJ)
(Aboriginal Teacher Education Community-Based students only)
This course begins the process of constructing and documenting professional knowledge acquired from experience. With an emphasis on Aboriginal classroom activities and Aboriginal teaching strategies, the course provides opportunities to interpret and modify practices from one's own perspective and that of experienced teachers and fellow Aboriginal teacher candidates. Relevant educational literature, which emphasizes Aboriginal orientations and perspectives, will be utilized.
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PROF 210AB/3.0 Self as Learner (Concurrent Year 2) (PJ)
Introduction to planning for learning in the Primary-Junior division. Exploration of universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning. The portfolio will be highlighted as an individual documentation of learning. PREREQUISITE: PROF 110AB
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PROF 211AB/3.0 Self as Learner (Concurrent Year 2)   (IS)
Introduction to planning for learning in the Intermediate-Senior division. Exploration of universal design for learning, literacy, and diversity, with an emphasis on the use of assessment and evaluation as supports for learning. The portfolio will be highlighted as an individual documentation of learning. PREREQUISITE: PROF 110AB
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PROF 310AB/3.0 Self as Professional (Concurrent Year 3) (PJ)
Introduction to professional judgement and decision making as it relates to the beginning teacher in the Primary-Junior division. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools.
PREREQUISITE: PROF 210AB
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PROF 311AB/3.0 Self as Professional (Concurrent Year 3)  (IS)
Introduction to professional judgement and decision making as it relates to the beginning teacher in the Intermediate-Senior division. Exploration of legal rights and responsibilities as professionals and reflection on and thinking critically about experiences in classrooms and host schools, adapting practices for exceptional learners and addressing equity issues faced in schools. PREREQUISITE: PROF 211AB
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Education Teacher Education Course Descriptions (BEd/DipEd) Professional Studies (PROF)
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