Published on Brock University (http://www.brocku.ca)
The Consecutive Teacher Education Programs
The Department of Teacher Education offers consecutive initial teacher education programs leading to a BEd degree and an Ontario Certificate of Qualification and Registration (CQR) at two campuses – St. Catharines and Hamilton. Our programs are respected for their field orientations and organizational structure. Instruction in professional practice takes place under the supervision of Faculty Advisors and Associate Teachers working with teacher candidates in schools throughout the Niagara and Hamilton regions and beyond.
Of the 32 weeks in the academic year, at least 11 are spent in schools teaching under the supervision of a certified teacher. These field experiences are complemented by in-class studies at Brock University where educational theory and practical experience are linked through plenaries, workshops, group work, guest presentations, discussions/debates, and course assignments etc.
Applicants to the consecutive initial teacher education program may choose to pursue the following programs:
Please contact the Registrar's Office for more information about applying to the above programs.
The Standards of Practice
Brock University’s initial teacher education programs are founded on the following five statements which comprise the Ontario College of Teacher's Standards of Practice for the Teaching Profession in Ontario:
Commitment to Students and Student Learning
Members are dedicated in their care and commitment to students. They treat students equitably and with respect and are sensitive to factors that influence individual student learning. Members facilitate the development of students as contributing citizens of Canadian society.
Leadership in Learning Communities
Members promote and participate in the creation of collaborative, safe and supportive learning communities. They recognize their shared responsibilities and their leadership roles in order to facilitate student success. Members maintain and uphold the principles of the ethical standards in these learning communities.
Ongoing Professional Learning
Members recognize that a commitment to ongoing professional learning is integral to effective practice and to student learning. Professional practice and self-directed learning are informed by experience, research, collaboration and knowledge.
Members strive to be current in their professional knowledge and recognize its relationship to practice. They understand and reflect on student development, learning theory, pedagogy, curriculum, ethics, educational research and related policies and legislation to inform professional judgment in practice.
Members apply professional knowledge and experience to promote student learning. They use appropriate pedagogy, assessment and evaluation, resources and technology in planning for and responding to the needs of individual students and learning communities. Members refine their professional practice through ongoing inquiry, dialogue and reflection.