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There are important features to UTEP’s curriculum for preservice teachers.
- First, the curriculum specifies what beginning teachers should know and be able to do in order to be effective in an urban classroom.
- Second, the curriculum provides a planning and decision-making framework that is intended to permit joint faculty instructional teams at school and university to drive the curriculum.
- Changes and additions to the curriculum result from planning, delivery and review by the instructional teams. The actual building of a teacher-training curriculum derives from ongoing dialogue within instructional teams and among stakeholders.
- Third, the curriculum provides a framework for what beginning teachers should know and be able to do in the awareness, acquisition and demonstration phases of training. For example, trainees gain knowledge and practice activities in stages to develop notions of:
- The role, responsibilities, and ethics for teaching within the context of the urban classroom, school, and community;
- The history of the teaching profession, educational philosophies and instructional tends;
- The knowledge base for specific subject matter; and
- The psychology of human cognition and development.
- Fourth, the curriculum complements the present structure of schooling in the three Northwest Indiana school districts with flexibility to accommodate modifications and innovations districts might make in policies, programs, and practices. Indeed, the curriculum will serve as the means by which districts nay identify and institute programmatic changes.
The curriculum organizes what beginning teachers should know and be able to do in three basic categories of knowledge related to teaching: subject matter, the urban setting, and professional pedagogy.
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