EMU Teacher Education programs...
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| ...provide bridges between research/theory and practice. |
Faculty
in Teacher Education are actively engaged in a variety of activities
in local schools. Thus, they are able to bring together in their
teaching the best practices from P-12 classrooms and current research
and scholarship. Faculty pursue multiple scholarly activities and
share those activities with students. Teacher education classes
focus on the implications of important ideas from research, theory,
and democratic principles on educational practice. Students carry
out their own inquiry and action research projects to broaden knowledge
of teaching and learning. |
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| ...draw on partnerships with communities
businesses, and schools. |
Programs
in Teacher Education maintain close ties with schools and community
agencies through a variety of partnerships. These partnerships foster
an active exchange of ideas, ensuring that real-life uses of knowledge
are emphasized in schools. As students and faculty work in partnership
with these groups, both the agencies and the EMU programs are renewed. |
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| EMU
Teacher Education faculty model best practices in teaching and
learning. |
Classes
in the Department of Teacher Education model research-based practice
and reflective thinking. Faculty work with students to create challenging
learning communities that demand the best efforts of all involved.
Faculty model the appropriate use of technology for the benefit
of their students. |
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| ...foster the ability to create intellectually
challenging student-centered learning environments. |
Graduates
of EMU Teacher Education programs are able to establish environments
in which students address important ideas, think critically, and
solve problems. Such classrooms are responsive to the experiences,
needs, and thoughts of students, while addressing key concepts and
skills. EMU students use evolving technologies to further the aims
of student-centered classes. |
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| ...prepare students to teach diverse
learners. |
Students
from EMU's Teacher Education programs are prepared to teach students with a range of needs. These include differences in gender, culture,
race, class, economic level, learning style, patterns of ability
and handicapping conditions. Students are prepared to address diverse
needs within a classroom that recognizes and builds on the strengths
in both individuality and community. |
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| ...have high, clear expectations and
foster deep understanding. |
Students
in Teacher Education programs are expected to think critically about
content, solve problems, and apply ideas from their courses in real-world
situations. They are prepared to model and demonstrate the highest
standards in their course assignments, communication skills (verbal
and written), and professional conduct. They are prepared to use
evolving technology with their students and to fulfill their professional
responsibilities. Teacher Education faculty are clear and consistent
in requiring such standards. |
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| ...develop a professional imperative
to career-long learning and to contribute to positive change
in schools. |
Graduates
of EMU Teacher Education programs have pride in their profession
and carry forth a sense of personal worth and commitment to provide
the best education possible for every student they teach. |
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| ...model a caring environment. |
The Department
of Teacher Education constantly strives to maintain a caring environment,
respectful of individual needs while requiring high standards and
individual responsibility. Students, faculty and staff are valued
as individuals of infinite human worth, and support one another
in a variety of important endeavors. |
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