Master in Teaching Year 1
Fall 2013, Winter 2014 and Spring 2014 quarters
More than two decades ago, educator Marilyn Cochrane-Smith asked, "Can prospective teachers learn to be both educators and activists, to regard themselves as agents for change, and to regard reform as an integral part of the social, intellectual, ethical and political activity of teaching?” In the MiT 2013-15 program, we take up this challenge as we prepare teachers who recognize teaching as a political activity and knowingly take on the role of activist based on a commitment to eliminate the inequities that exist in classrooms and the broader community.
If we are to be effective advocates for our students and to empower our students to transform their own lives, we must deepen, and perhaps challenge, our current beliefs about teaching and learning. As teachers we must develop within ourselves the emotional and intellectual attributes needed to understand, support, and teach our future students, and to meet their diverse needs.
Future teachers can expect to see a more diverse population of students. The MiT program prepares teachers who can draw on the strengths of students from a wide range of ethnic origins, languages, abilities, and socio-economic backgrounds. Further, these students will live in a society requiring people to engage diverse cultures through effective collaboration and creative problem-solving grounded in integrated technological skills and active use of a wide range of information resources. Thus, the MiT program will support candidates to develop as critical, reflective educators who not only care deeply about issues of race, class, poverty, and justice but are prepared to act on these issues to support student achievement.
Experiences in classrooms serve as vital parts of the MiT program. Field experiences in urban, rural, and suburban communities enable teacher candidates to mediate their understanding of theoretical ideas and concepts presentedin program coursework. Likewise, our academic investigations inform teacher candidates’ experiences in the field. These two sites for learning are bridged through meaningful activities that require teacher candidates to integrate what they learn across classrooms and coursework.
Among the questions that will engage our study and practice are:
- What effective teaching practices encourage students' curiosity and lead them to shape their own questions and pursue their own answers using critical and reflective thinking?
- How does teachers’ knowledge of learning theory, research-based pedagogy and neurobiology contribute to children's and adolescents' learning and development?
- How are questions of democracy, equity and excellence related to success or failure in our public schools and civic engagement in a democratic society?
- How are the more traditional literacies of reading, writing, and quantitative reasoning related to personal, economic, and political oppression and power?
- How can teachers respond to and work with family and cultural belief systems that shape children's lives? How can teachers draw on community resources to connect content knowledge to students' lived experiences?
Fields of Study
Preparatory for studies or careers in
Location and Schedule
Offered during: Day
Advertised schedule: Fall: Tuesday 9a-4p; Wednesday 8a-12p depending on public school schedule; Thursday 8a-12p depending on public school schedule and 1-5p on campus; Friday 9a-4p. Winter: Tuesday 9a-4p; Wednesday 8a-12p depending on public school schedule; Thursday 8a-12p depending on public school schedule and 1-5p on campus; Friday 9a-4p. Spring: Tuesday 9a-4p; Wednesday 8a-12p depending on public school schedule; Thursday 8a-12p depending on public school schedule and 1-5p on campus; Friday 9a-4p. In Winter and Spring, candidates will teach in public schools on three consecutive days. Dates TBD.