THE TEACHER EDUCATION CURRICULUM
The constructivist philosophy is the foundation for the teacher education program. The divisions' instruction is
based upon constructivist inquiry in a caring, competent, Christian environment. The constructivist theory of
learning states that learners create their own learning from direct and indirect experiences with their environment.
Creating constructivist classrooms requires bold changes and breaks from the past modes of instruction to
implement new forms that include teacher-centered classrooms. Students are trained to be constructivist
practitioners who reflect upon the results of not only their performance but also the performance of their students.
The constructivist philosophy is based upon five guiding principles proposed by Brooks and Brooks (1993):
Principle 1: Posing Problems of Emerging Relevance to Students
Principle 2: Structuring Learning Around Primary Concepts: The Quest for Excellence
Principle 3: Seeking and Valuing Students' Points of View
Principle 4: Adapting Curriculum to Address Students' Suppositions
Principle 5: Assessing Student Learning in the Context of Teaching
With the constructivist philosophy as the underpinning of the teacher education curriculum, students seeking degrees
in teacher education must complete coursework in three distinct units:
Unit I - General Studies for Initial Teacher Preparation
The general studies include the arts, communications, history, literature, mathematics, philosophy, sciences, and the
social sciences. The general studies incorporate multicultural and global perspectives and an inter-disciplinary
program of study that prepares pre-service teachers with the knowledge, skills, and dispositions expected of
beginning teachers. The minimum course requirements for The Interdisciplinary Program of Studies are:
English – 12 semester hours Social Studies-12 semester hours
Mathematics/Science – 21 semester hours Reading – 6 semester hours
Mathematics (required) – 9 semester hours Special Education – 3 semester hours
Science (required) – 9 semester hours Fine Arts – 6 semester hours
Computer (required) 3 semester hours
Unit II- Content Studies for Specialty Area Preparation
Content courses develop in students an understanding of the structure, skills, core concepts, ideas, values, facts,
methods of inquiry, and uses of technology in the specific discipline or subject area. While the division considers all
students majoring in education as education majors, specialty content courses that make up the certification areas
or majors in Business, English, Social Sciences, Mathematics, Biology, the elementary cognate, and the dual degree
teacher education programs are determined by the respective divisions. The required content courses by major are:
A. Elementary Education
RDL 332 Teaching Reading Grades 3-8 3
RDL 338 Diagnosis & Treatment of Reading Disabilities 3
EDE 336 Creative Expressions for Teachers 3
EDE 331 Mathematics for Teachers 3
EDE 334 Science for Teachers 3
EDE 333 Social Science for Teachers 3
RDL 337 Developmental Approach to Reaching & Literacy 3
EDU 339 Educational Psychology 3
HLM 335 Physical Education for Children 3
Total Hours 27.00
All elementary education majors will have a concentration of 21 hours in reading and a second concentration of 21
hours to complete two cognate areas. (Some courses counted in the concentration may be General Education
Courses). The second concentration may be in (1) English, (2) Mathematics, (3) Science, or (4) Social Studies.
B. Biology Education
BIO 231/ 211 General Botany & Lab 4
BIO 232/ 212 Zoology & Lab 4
BIO 331/311 Environmental Biology & Lab 4
CHE 131/111 General Chemistry I & Lab 4
CHE 132/112 General Chemistry II & Lab 4
PHY 231/211 Physics I & Lab 4
BIO 431/411 Genetics & Lab 4
BIO 336/316 Microbiology & Lab 4
MAT 230 Pre-calculus 3
MAT 231 Analytical Geometry & Calculus I 3
BIO 333/313 Human Anatomy & Physiology I & Lab 4
Total Hours 42.00
C. Business Education
BMK 230 Principles of Marketing 3
BUA 230 Mathematics for Business 3
BCI 230 Basic Computer Concepts 3
BEC 232 Principles of Macroeconomics 3
BAC 231/232 Principles of Accounting I & II 6
BMG 330 Organizational Theory and Behavior 3
BUA 333 Business Communication 3
BMG 335 Workforce Diversity Management 3
BUA 330 Business Law 3
BEC 333 Global Business Issues 3
BUA 434 Business Ethics and Society 3
BCI 331 Information Systems I 3
Total Hours 39.00
D. English Education
ENL 235/236 World Literature before or after 1750 3
ENG 337 Professional Writing 3
ENG 330/331 African-American Literature I or II 3
ENG 332 Advanced Writing 3
ENG 333/334 American Literature I or II 3
ENL 335 British Literature before 1750 3
ENG 434 History of the English Language 3
ENG 438 Literary Criticism 3
ENG 233 Introduction to Literature 3
ENL 336 British Literature after 1750 3
ENW 339 Advanced Grammar 3
ENG 339/432 Medieval or Shakespeare 3
Total Hours 36.00
E. Mathematics Education
MAT 231 Analytical Geometry & Calculus I 3
MAT 233 Linear Algebra 3
MAT 232 Analytical Geometry & Calculus II 3
MAT 334/335 Abstract I & II 6
MAT 234 Introduction to Probability & Statistics 3
PHY 231/211 Physics I & Lab 4
MAT 330 Number Theory 3
MAT 431 Differential Equations 3
One Elective in Computer Science or Mathematics 3
Total Hours 31.00
F. Social Science Education
SOC 231 Introduction to Sociology 3
BEC 231 Principles of Microeconomics 3
BEC 232 Principles of Macroeconomics 3
PLS 231 American Government 3
HIS 231 History of the United States I 3
HIS 232 History of the United States II 3
SOC 332 The Black Family 3
HIS 332 Survey of African History 3
HIS 333/334 History of Europe I & II 6
HIS 235 African-American History 3
SOC 335 Social Science Research Methods 3
HIS 350 Mississippi History 3
Total Hours 39.00
Unit III - Professional and Pedagogical Studies for Initial Teacher Preparation
Professional and pedagogical courses ensure that teacher candidates acquire and learn to apply knowledge and skills
to become competent to work with all students. The professional studies component is a well-planned sequence of
courses and experiences based upon INTASC and TIAI Standards. The INTASC standards outline ten principles
that a student keep:
Principle 1: Understands the central concepts, tools of inquiry, and structure of the Disciplines taught;
creates learning experiences that are meaningful to students
Principle 2: Understands how children learn and develop; provides learning opportunities that support
their development
Principle 3: Understands how students differ in their approaches to learning, creates instructional
opportunities adapted to diverse learners
Principle 4: Understands and uses a variety of instructional strategies
Principle 5: Creates a learning environment that encourages positive social interaction, active
engagement in learning, and self-motivation
Principle 6: Uses knowledge of communication techniques to foster active inquiry, collaboration,
and supportive interaction
Principle 7: Plans instruction based on knowledge of subject matter, students, the community, and
curriculum goals
Principle 8: Understands and uses formal and informal assessment
Principle 9: Reflects on learning
Principle 10: Fosters relationships with colleagues, parents, and agencies in the larger community.
To further define the quality of pre-service teacher performance, the ten principles developed by the Interstate New
Teachers Assessment and Support Consortium (INTASC) are incorporated into six domains as the Teacher Intern
Assessment Instrument (TIAI). The pedagogy and assessment of teaching performance is based on the six domains
which are: (1) planning and preparation, (2) communication and interaction, (3) teaching for learning, (4) managing
the learning environment, (5) assessment of student learning, and (6) professionalism and partnerships.
The professional and pedagogical component provides sufficient opportunities for the application and evaluation of
the theories that are taught. This component is comprised of 35 semester hours that are required of all students
regardless of certification area. The experiences are sequenced so that students move through stages of increased
responsibility for classroom instruction or other professional roles in schools. This common core includes the
following courses:
A. Foundation Block Courses
PRA 230 Praxis Seminar I 3
EDU 230 Foundations of Education 3
PSY 332 Human Growth & Development & Diversity 3
SPE 331 Psychology of Exceptional Students 3
PSY 230 General Psychology 3
EDU 330 Classroom Management 3
B. Integrative Assessment Block Courses
EDU 430 Measurement and Evaluation 3
EDU 433 Integrative Teaching Seminar 3
EDU 323 Educational Technology Competency 2
C. Synthesis Block Courses
EDU 460/461 Student Teaching 12
EDU 401 Student Teaching Seminar
In addition to the Core blocks above, secondary majors (only) must take the following Professional Block courses:
EDU 332 Methods of Middle School Instruction 3
EDU 313 Teaching Strategies Practicum 1
EDS 430 Methods of Teaching Secondary Education 3
RDL 334 Teaching Reading in the Content Area 3
