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Graduate Course Proposal Form Submission Detail - LAE7739
Tracking Number - 1606
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Current Status:
Approved, Permanent Archive - 2008-05-05
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Detail Information
- Date & Time Submitted: 2008-01-07
- Department: Secondary Education
- College: ED
- Budget Account Number: 0-1724-000
- Contact Person: Jane Applegate
- Phone: 9740383
- Email: applegat@tempest.coedu.usf.edu
- Prefix: LAE
- Number: 7739
- Full Title: The Education of English Teachers
- Credit Hours: 3
- Section Type: D -
Discussion (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Education of English Teachers
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: Doctoral standing or permission of the instructor
- Corequisites:
- Course Description: Introduces & informs adv grad students about the conceptions of curriculum development related to the preparation of Eng teachers. Intended for those interested in careers in teacher educ or expect to influence the policies & practices of teacher educ.
- Please briefly explain why it is necessary and/or desirable to add this course: The course is a required part of the doctoral program.
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? The course is part of the required sequence of the doctoral program in English Education.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? no
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) The instructor must hold a doctoral degree.
- Objectives: The primary goal of the course is to provide background knowledge and experiences that will enable them to:
1. Demonstrate understandings of topics in English teacher education including general education, content knowledge, pedagogical knowledge, field experience, teaching strategies, learned societies, performance assessment and professional development
2. Develop in-depth knowledge of the literature in English teacher education on specific selected topics
3. Apply knowledge from the literature to construction of new, innovative approaches to the English education classroom
- Learning Outcomes: Students will be able to describe the forces and factors that influence teacher development
Students will be able to cite research related to the curriculum of English teacher education
Students will gain an increased understanding of how public policy influences the education and certification of teachers
Students will be able to compare, contrast and weigh the value of particular curriculum configurations in the education of English teachers
- Major Topics: •A brief history of the development of English education
•Sociology of the teaching profession (Lortie)
•Who becomes an English teacher?
•Forces and factors that effect curriculum and instruction in English teacher education
•Conceptual Frameworks in English teacher education
•General Education and Liberal Studies for the English teacher education curriculum
•Content knowledge and “Learned Society Guidelines”
•Pedagogical Knowledge and the English classroom
•The Methods Course (Smagorinsky)
•ESOL and the teaching of English
•Technology and the teaching of English
•NCTE and its influence on English teachers
•Alternative routes to teaching
•Performance Assessment
•Comparing teacher education programs across contexts
- Textbooks: Cochran-Smith,M. and K. Zeichner. (2005) Studying Teacher Education. Washington D.C.: American Educational Research Association.
.Lortie,D.C. (1975). Schoolteacher: A Sociological Study. Chicago: University of Chicago Press
Smagorinsky,P. and M. Whiting. (1995) How English Teachers Get Taught. Urbana, Ill.: National Council of Teachers of English
Standards for the English Language Arts.(1996) Urbana, Ill.: National Council of Teachers of English
National Research Center on English Learning and Achievement, www.CELA.albany.edu
National Council for Accreditation of Teacher Educat
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
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- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.