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60 POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Content: Issues and Concepts A. Issue #1: Why become a teacher? • Aims of education; ethics and teaching • Self-concept; traits and dispositions; professional identity • Teaching as a vocation; metaphors and images of teachers • Discursive construction of teachers and teaching B. Issue #2: What are schools for? • Conceptions of the “ideal” person; multiculturalism, democracy, and citizenship; the “good school” • Development needs of adolescents; achievement; under-achievement; gender and achievement; motivation; indiscipline; interventions • Role in promoting national, economic, human development; socialisation; social integration in a multicultural society; the school’s sorting and allocation function • Language as a tool for the construction of knowledge; the language of secondary education. C. Issue #3: What are the best ways to teach children? • Teaching vs. indoctrination; student-centred philosophies of education vs. traditional models • Social and emotional learning; empowerment; teaching and learning styles; motivation and learning; differentiated instruction • The school as an organization: Primary and secondary relationships; school violence and disengagement; role of the hidden curriculum • Teacher approaches to Creole and interlanguage; Initiate Respond Feedback (IRF) models; Managing face issues [linguistic politeness theory] D. Issue #4 Are schools fair to children? • Equality; equity; social justice; assessment; achievement; ability • Self-esteem; inclusion – needs of students; multiple intelligences • Organizational and classroom practices and relationships; achievement related to SES, gender, and ability; inclusive practices • The Caribbean child’s constructed language identity; language socialization; social class and literacy; language as hegemony Goals/Aims Participants will develop a broad understanding of the varieties of contexts and problematic issues in education and schooling by applying relevant concepts from the foundation disciplines in education to their experiences of schools and the educational environment. General Objectives • To provide participants with conceptual tools derived from the foundation disciplines to assist them in understanding educational contexts. • To provide participants with opportunities to actively use their knowledge of fundamental concepts in education to integrate theory and practice. Course Assessment • 100% coursework • The assignments offer students the opportunity to examine how theories and concepts from the foundation areas in education can be used as a platform to construct a better understanding of their own development as teachers, as well as of issues in education. • Themethodofassessmentisthroughwrittenreports,which blend practical experience (discussions, observations, interviews during the practicum periods) with theoretical knowledge (gleaned through tutorials and lectures). • Sessions will be scheduled in which tutors will help students to prepare for the assignments, and will give them feedback. • The first two assignments are submitted and marked and feedback given to students before the third assignment is due. Resources Required readings American Association of University Women. (1992). How schools shortchange girls. Washington, DC: Author. Armstrong, T. (1994). Multiple intelligences in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development. Barrow, C., & Reddock, R. (Eds.). (2001). Caribbean sociology: Introductory readings. Kingston, Jamaica: Ian Randle. Bennett DeMarrais, K., & LeCompte, M. (1999). The way schools work. New York, NY: Longman. Craig, D. (1999). Teaching language and literacy: Policies and procedures for vernacular situations. Georgetown, Guyana: Education and Development Services. Cunningham, F., LaLonde, D., Neelin, D., & Peglar, K. (2003). Philosophy: The big questions. Toronto, Canada: Canadian Scholars’Press Inc. Delpit, L., & Dowdy, J. K (Eds.). (2002). The skin that we speak. Thoughts on language and culture in the classroom. New York, NY: New Press. Eggen, P., & Kauchak, D. (2009). Educational psychology: Windows on classrooms (8 th ed.). Upper Saddle River, NJ: Prentice Hall. Gee, J. P. (2008). Social linguistics and literacies. Ideology in discourses (3 rd ed.). New York, NY: Routledge. [Chapter 9] Goddard, A., & Patterson, L. M. (2000). Language and gender. London, UK: Routledge. Mulkey, L. (1995). Seeing and unseeing social structure. Needham Heights, MA: Allyn &Bacon. Muspratt, S., Luke, A., & Freebody, P. (Eds.). (1997). Constructing critical literacies: Teaching and learning textual practice. Creskill, NJ: Hampton Press. Mustapha, N., & Brunton, R. (Eds.). (2002). Issues in education in Trinidad and Tobago. St. Augustine, Trinidad: School of Continuing Studies, UWI.
POSTGRADUATE REGULATIONS & SYLLABUSES 2012 - 2013 THE FACULTY OF HUMANITIES & EDUCATION Recommended readings Banks, J. A., & Banks, C. A. M. (Eds.). (1995). Handbook of research on multicultural education. New York, NY: Macmillan. Barnes, D., Britton, J., & Torbe, M. (1990). Language, the learner, and the school (4 th ed.). Portsmouth, NH: Heinemann. Brooks, J. G., & Brooks, M. G. (1993). In search of understanding: The case for constructivist classrooms. Alexandria, VA: Association for Supervision and Curriculum Development. Csikszentmihalyi, M. (1991). Flow: The psychology of optimal experience. New York, NY: Harper & Row. Gutek, G. (1988). Philosophical and ideological perspectives on education. Needham Heights, MA: Allyn & Bacon. Hamm, C. (1989). Philosophical issues in education. London, UK: Routledge-Falmer. Haq, M. ul (1995). Reflections on human development. New Delhi, India: OUP. [Chapters 1 & 2] Hargreaves, A., & Fullan, M. (Eds.). (1992). Understanding teacher development. New York, NY: Teachers College Press. Le Page, R. B., & Tabouret-Keller, A. (1985). Acts of identity: Creolebased approaches to language and ethnicity. Cambridge, UK: Cambridge University Press. Postman, N., & Weingartner, C. (1969). Teaching as a subversive activity. New York, NY: Delacorte Press. Youssef, V. (1996). Varilingualism: the competence underlying codemixing in Trinidad and Tobago. Journal of Pidgin & Creole Languages, 11(1), 1–22. Websites • No Child Left Behind: http://www.nochildleftbehind.gov/ next/overview/index.html. • www.educationforum.co.uk/sociology • www.psychologyinfo.com/education/ - • www.psychologytoday.com/articles/.../education-classdismissed • http://wilderdom.com/philosophy/ SampleEducationPhilosophies.html • http://www.aqpc.qc.ca/UserFiles/File/pedagogie_ collegiale/en/15-RRoyA.pdf • http://ezinearticles.com/?Caribbean-Creole- Language&id=2411432 SEMESTER: I YEAR: I COURSE CODE: EDFA 5212 COURSE TITLE: THE EDUCATIONAL MILIEU NUMBER OF CREDITS: 3 PREREQUISITES: NONE COURSE DESCRIPTION: This course is designed to introduce pre-service secondary level school teachers to the educational environment in which they will have to function as classroom teachers. The course will expose students to the various dimensions of the school environment in Trinidad and Tobago. This reality consists of a macro, a micro, and a meso level and can be seen through various frames: political, legal, institutional, historical, and cultural. The educational milieu will be approached as a complex reality, difficult to deconstruct. It is one that requires interpretation and one that is continually unfolding as a historical flow to be understood. The course will therefore cover the global context shaping education policy today, as well as the macro forces in the society and the micro forces at the level of the individual school. It will cover the institutional, systemic, intellectual and legal, and cultural and technological contexts of the school system. It is multidisciplinary, and will involve research and reflection on the part of teachers. While the delivery of the course will be classroom based, the course content will focus on the reality of the schools of Trinidad and Tobago. Different sessions will address the field experiences which students will be having during the programme, and much discussion and debate will centre on the realities on the ground. Purpose of the Course/Rationale The purpose of this course is to help novice teachers interpret the reality of the educational environment in which they have to function. In this era of globalisation, the world reality has become a very dynamic one. It is impacting on education systems in terms of the kinds of reforms that are being introduced as well as the compact that exists between the various stakeholders— parents, teachers, students, governments. In fact, it is changing the identity of these agencies. An understanding of the processes as well as the realities of change is essential to equip teachers with a contextual frame for interpreting the changes that are being implemented in the education system, and the challenges which they may face as practitioners in the classroom. This course will assist in preparing teachers to be reflective practitioners. It therefore fits in with the overall pre-service programme, which aims at preparing teachers as individuals with flexible outlooks who are capable of the self-improvement required for functioning in a dynamic and diverse school system. Goals/Aims The aim of this course is to induct novice teachers into a critical understanding of the educational environment in which they will have to function as teachers. 61
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