Many Connections. One U.

Teacher Education Curriculum, Pedagogy, and Research

Wednesdays 5 :00- 7 :00 pm       Summer 2013
Gander Hall 247

Sam Hausfather, PhD
Office Location: Gander Hall 251
(314) 529-9466 (office phone)

Office hours: Flexible to communicate via e-mail, phone, and in-person accommodating individual scheduling needs.  My typical weekly office hours are 8:30 am to 5:30 pm but that includes many meetings both on and off campus.  Call Sandy at my office phone to arrange an appointment! I am out of the country May 23 – June 11 and in Washington DC June 19-23, but will respond to email and D2L during those times as I am able.

Course Description:
Candidates will gain an understanding of the teacher learning opportunities at the pre-service, induction, and in-service levels. Intended and enacted curriculum, sources of pedagogy, and their impact on teachers’ knowledge, skills, and attitudes will also be presented. Candidates will explore current trends in teacher education, what research tells us, and policy implications. Emphasis will be given to clinical aspects of teacher preparation and the relationship between classroom practice and teacher education processes.

Course Goals:
This course will focus on the education of teachers in colleges and universities as undergraduate and graduate students. Candidates will gain insight into the history, values, and structures of university-based teacher education, current issues and research trends, and methods of instruction.

Course Objectives:
The objectives for Teacher Education Curriculum, Pedagogy, and Research are for the candidate to:

  1. 1.      Understand current trends and challenges for university-based teacher education
  2. 2.      Analyze the goals and purposes of teacher education within a democratic society
  3. 3.      Build a knowledge base of research on learning, teaching and pedagogical approaches to preparing teachers
  4. 4.      Analyze teacher development theories and phases
  5. 5.      Explore designs for teacher education programs including the role of clinical experiences
  6. 6.      Understand the implementation of curriculum renewal, organizational and policy change in teacher education

Academic Support: The Center for Academic Success and First-Year Experience provides assistance and support for all students.  Services include peer tutoring, individual consultation to assist students with achieving their academic goals, study skills materials, Writing Studio, and accommodations for students with documented disabilities.  The Center is located on the main floor of the University Library.  Writing and math tutors are also available on a regular basis. Call 314-529-9228 or email peertutors@maryville.edufor more information.

Accommodations for Students with Disabilities: Maryville University provides accommodations and support for students with documented disabilities as defined by the Americans with Disabilities Act.  If a student has a documented disability and wishes to discuss academic accommodations, please contact the Center for Academic Success & First-Year Experience, as soon as possible by phone at 314-529-9374 or by email at

Academic Integrity:  “All members of the university community will be honest, do their own work, respect the work of others, and acknowledge information received from other sources. “  Maryville University Student Handbook


Class Participation: Students are expected to enter each class fully prepared. The analytical discussion of class reading assignments is intended to be interactive, hence the posing of thoughtful questions by the facilitator and members of the cohort is imperative to a thought-provoking discussion.

Writing Expectations:  Students should pay close attention to their oral and writing clarity and style. Students should compose multiple drafts and proofread papers before submission.  All writing assignments are expected to follow the APA guidelines. 

Attendance: Attendance is critical to a cohort-based program. The input of each and every individual adds to the richness and depth of the course. The cohort learns from each other, sharing diverse viewpoints and varied information. Students are expected to contribute to the course by critical examination of weekly readings, continually reflecting on change and its implications.  As a professional courtesy to the instructor and to members of the cohort, it is expected that a student will contact the instructor prior to the absence. Once again, emergencies sometimes occur and therefore it may not be feasible to do so.  If so, please follow up with a contact to the instructor as soon as possible. In addition, contact a colleague in class to obtain the notes and materials/handouts.  More than two absences will require a discussion with the instructor.  Excessive absence will negatively impact your grade.

Technology Statement:  Personal electronics (e.g., laptops, iPads, cell phones) can be used to enhance learning and instruction in a variety of ways, but during class time they should be used only for class-related activities. Texting and the use of other electronic devices for non-class-related activities should be reserved for class break times. Additionally, with permission of the instructor, audio and/or video recordings may be used for your individual learning, but cannot be distributed to others without the instructor’s permission.

D2L (Desire to Learn) Usage in the course:

  • Discussions will be utilized for extended discussions and further reflection.
  • All assignments for the course will be submitted through the DropBox function in D2L.  Feedback will also be delivered via the DropBox in electronic fashion in support of Maryville’s sustainability initiative. 
  • Any pertinent changes in the course or crucial announcements will be made via the D2L homepage for the course and through the use of Maryville’s e-mail.  It is pertinent that you check both on a regular basis. 

Required Textbooks:
Darling-Hammond, L., & Bransford, J. (Eds.) (2007). Preparing Teachers for a Changing World: What Teachers Should Learn and Be Able to Do. San Francisco: Jossey-Bass. ISBN: 978-0-7879-9634-5

Articles and other course information posted in the Content section of D2L. 


1.  Preparation Reflection (2-3 pages)
Each student will individually discuss their experiences in undergraduate and graduate teacher preparation and then reflect on positives, negatives, and recommendations for teacher preparation. 

2.  Teacher Education Reform Report Critique (3-5 pages)
Choose one recent national report on the status and reform of teacher preparation.   Synthesize the research gathered and recommendations.  Analyze the findings and provide a critique that relates to the perspective of the reporting organization, the research found, and the recommendations made compared to the realities of schools and universities today.

3.  NCATE Standard Report (2-3 pages)
For your chosen NCATE standard, review the Maryville University Institutional Report and accompanying evidence at and write an analysis of how the standard is met at each of the elements. Use BOE resources found at .   

4.  Teacher Education Program Analysis (3-5 pages)
Identify a teacher preparation program anywhere in the country and perform an analysis and critique of its components, structure, expectations, performance and mission.  

5.  Sample Syllabus (2-4 pages)
Construct a syllabus for a teacher preparation course, undergraduate or graduate, in an area you would be interested in.   

6.  D2L Participation
Students need to be actively present on D2L engaging in discussions to extend the conversations presented during the in-class meetings.  The discussion of current events is welcomed; however, this will not be the focus of the D2L discussions for this course.  Students’ participation should include but is not limited to the discussions about course readings, articles, and experiences.  

Assignment Point Value Due Date
D2L Discussion Participation 50 Throughout semester
Preparation Reflection                                                                                                                                   15 5/15
Reform Report Critique 50 6/9
NCATE Standard Report 40 6/5
Teacher Education Program Analysis 40 6/26
Sample Syllabus 40 6/26
Culminating Course Reflection 15 7/1


Point Range Percentage Letter Grade
232-250 93-100 A
224-231 90-92 A-
216-223 87-89 B+
207-215 83-86 B
199-206 80-82 B-
192-198 77-79 C+
183-191 73-76 C

Assigning a “DG” Delayed Grade
**No DG grade will be awarded without prior approval of both the instructor and advisor**  If a DG grade is awarded, the instructor and the candidate will agree on a plan for completing the coursework, including a definitive deadline for completion. 

Syllabus is subject to change at the discretion of the instructor to accommodate instructional and INDIVIDUAL needs


Read for 5/8
Linda Darling-Hammond (2010). Teacher Education and the American Future. Journal of Teacher Education, 61: 35-47.

5/8                        Introduction to the course
                              Structure of small group/schedule/use of D2L
                              Roots and history of Teacher Preparation in the US
                              Personal Experiences with Teacher Preparation 

Assignments for 5/15
Read:                    D&B Chapters 1 & 2 & 3
Hausfather, S. (2002). Content & Process in Constructivist Teacher Education:

Optional reading:
Ann Lieberman and Desiree Pointer Mace (2010). Making Practice Public: Teacher Learning in the 21st Century. Journal of Teacher Education, 61: 77-88.

Comment:           On readings and instructor questions on D2L discussion board

Complete:           Preparation Reflection

5/15                     Teacher Education Curriculum
Learning theory and Constructivist approaches
                              Teaching in teacher preparation programs

Assignments for 5/22
Read:                    D&B Chapters 5 & 11
                              Hausfather (2000). Lab Schools to PDS:
Ken Zeichner (2010). Rethinking the Connections between Campus Courses and Field Experiences in College- and University-Based Teacher Education. Journal of Teacher Education, 61: 89-99.

                              Optional reading:
Magdalene Lampert (2010). Learning Teaching in, from, and for Practice: What Do We Mean?  Journal of Teacher Education, 61: 21-34.


Comment:           On readings and instructor questions on D2L discussion board

5/22                     Teacher education practice
                              Field experiences and partnerships
                              Assessment of teacher preparation candidates

Assignments for 5/29
Read:                    NCATE Standards & Rubrics:
                              Chosen standard report and evidence on Maryville accreditation website:
Hausfather, S. & Williams, N. (2010). Is this data useful? Impact of accreditation on assessment

Comment:           On readings and instructor questions on D2L discussion board

5/29                     Accreditation of teacher education programs (NCATE, CAEP, etc.)
                              State and national standards and processes
                              Guest instructor: Nancy Williams

Assignments for 6/5
Read:                    One recent national report on the status and reform of teacher preparation
                              D&B Chapter 12
Mary Hatwood Futrell (2010). Transforming Teacher Education to Reform America’s P-20 Education System. Journal of Teacher Education, 61: 432-440.

Complete:           NCATE Standard Report

Comment:           On readings and instructor questions on D2L discussion board

6/5                        No class

Assignment for 6/7
Complete:           Teacher Education Reform Report Critique

6/7-8-9                Present results of reform report critique to class

Assignments for 6/12
Read:                    D&B Chapters 6 & 8
                              Syllabi examples
Deborah Loewenberg Ball and Francesca M. Forzani (2009). The Work of Teaching and the Challenge for Teacher Education. Journal of Teacher Education, 60: 497-511.

Optional reading:
D&B Chapter 9

Comment:           On readings and instructor questions on D2L discussion board

6/12                     Methods of teaching in teacher education
                              What should be taught? How?
                              Resources for teaching education classes
                              How is graduate education different?

Assignments for 6/19
Read:                    Kevin K. Kumashiro (2010). Seeing the Bigger Picture: Troubling Movements to End Teacher Education. Journal of Teacher Education, 61: 56-65.
                              View: PowerPoint presentation on D2L
View: AACTE session on teacher ed policy:
Explore AACTE & MACTE & NNER websites

Comment:           On readings and instructor questions on D2L discussion board

6/19                     Virtual Session: synchronous hopefully from DC!
                              The politics of reforming teacher education
                              State and Federal policies and directions
                              Working with legislators and state and national organizations

Assignments for 6/26
Read:                    D&H Chapter 7
Michael W. Apple (2011). Global Crises, Social Justice, and Teacher Education. Journal of Teacher Education, 62: 222-234.
H. Richard Milner IV (2010). What Does Teacher Education Have to Do With Teaching? Implications for Diversity Studies. Journal of Teacher Education, 61: 118-131.
                              Explore TDSi website

Comment:           On readings and instructor questions on D2L discussion board

Complete:           Teacher Education Program Analysis
                              Sample Syllabus

6/26                     Diversity and teacher education
                              Global perspectives on teacher education
                              Your next steps

Assignments for 7/1

Complete:           Culminating Course Reflection

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