The conceptual Framework identifies the guiding philosophy, principles, and practices that shape the Teacher Education Program. The teacher as builder serves as the central metaphor for the Teacher Education Program.

INTRODUCTION

To become an effective teacher, one must acquire understanding and expertise to fulfill a variety of roles within today’s classrooms. To develop these skills and abilities, teacher candidates begin with the development of a foundation of principles and concepts. Through the educational process of the Teacher Education Program, teacher candidates become competent builders of knowledge, committed builders of community, and caring builders of values. From these three guiding principles emerge the professional competencies expected of all persons who complete the Teacher Education Program. Along with these professional competencies comes a desired set of student learning outcomes. In an examination of the underlying educational philosophy, expectations, and processes, one finds the conceptual framework guiding the Teacher Education Program at Anderson College.

Teacher as Builder: Three Guiding Principles

A primary feature of the conceptual framework centers on the concept of the teacher as builder, a concept that is made concrete in the multiple roles played by the teacher within the classroom, the school and the community. To perform satisfactorily in the professional world, teacher candidates must acquire the pedagogical foundation, understanding, competencies, and dispositions that enable them to be builders of knowledge, builders of community, and builders of values.

1. Competent Builder of Knowledge

To become competent builders of knowledge, teacher candidates advance step by step through the Teacher Education Program. In this process, they acquire a solid pedagogical foundation through coursework that addresses both the broad principles and concepts of education as well as the specific content skills needed for a teacher in a particular subject area and grade level. Beginning with general introductory education courses and proceeding through the method courses geared to the specific major, teacher candidates gain an in-depth understanding of the philosophical framework of education as well as the specifics of day to day teaching. Correspondingly, they advance each year through a series of practicum and field experiences that link the pedagogical concepts learned in the college classrooms to the real world experiences with students in the various grade levels of the public schools. Along with the professional education a component of the Teacher Education Program requires teacher candidates to complete a general education core. As a commitment to the liberal arts tradition, the nature of these courses promotes understanding of the various modes of inquiry and expression in the broad areas of knowledge and experience. In addition, a liberal arts education is designed to foster “a life of purpose and freedom, truth and wisdom.” A goal of the Teacher Education Program is to help teacher candidates become conscientious builders of independent learners. The principle of cooperative learning serves as one method that teacher candidates may utilize to help students meet this goal. Using cooperative learning as a model, the teacher’s role as facilitator shifts as students to assume more and more responsibility for theft own learning. By this shifting of roles, teacher candidates help students become more accountable and foster development of leadership skills as well. Teacher candidates continue to provide the guidance necessary to maintain educational growth and also to monitor the students to insure time on task. An ultimate goal of teacher candidates is to develop students into independent learners. By accomplishing this task, they help students develop their skills in problem solving in order to deepen their abilities for critical thinking and to instill within them a need and an enjoyment of long-long learning. Thus, as teacher candidates become builders of independent learners, they are able to enrich the lives of their students while they are in the classroom, but more importantly, they give them the gift of learning which will pay dividends for a lifetime.

Through both professional and general education requirements as well as the incremental and systematic nature of the Teacher Education Program, teacher candidates grown in depth and breadth of understanding of knowledge needed to be effective teachers. Because of the firm pedagogical foundation acquired, teacher candidates are effective builders of knowledge in their classrooms.

2. Committed Builders of Community

Through the Teacher Education Program, teacher candidates develop the understanding and skills necessary to be committed builders of community within the individual classroom, the school, and the community. The principles of cooperation guide these efforts. For example, the classroom operates as a viable learning community where students learn to work cooperatively. In such an environment, teacher candidates serve as both facilitators and coordinators. They foster the principles of team work as well as leadership and lead the students in accepting their responsibility for making the classroom run efficiently and effectively and for serving a critical role in contributing to the educational exchange of thoughts and ideas.

Teacher candidates also become committed builders of the community within the school as a whole. They recognize the importance of various roles present in the school from custodian to fellow teachers, to guidance counselor, to media specialist, and to principal. Therefore, they participate cooperatively in the day-to-day world of work of the school. Also, they contribute their time and assistance to curricula and extra-curricular projects in order to build strong peer relationships. They recognize the importance of teamwork within departments and help to foster an atmosphere of mutual respect and support.

In a similar fashion, the teacher candidate learns the importance of working cooperatively in building community with the various constituents of the society at-large. They know the value of promoting positive parent-teacher relationships by maintaining a high degree of professionalism in all contacts and relationships. They participate in both extracurricular activities and civic functions that allow opportunities for building community with not only parents but also local businesses and others who play significant roles in the operation of the school.

3. Caring Builder of Values

Teaching is a helping profession. Individuals who choose teaching as a profession are committed to helping others not only to learn the content of courses but also the content to live a rich and rewarding life. It is in this light that teacher candidates become caring builders of values that are reflected in positive attitudes regarding self and others. In gaining an education in the liberal arts tradition, teacher candidates learn to appreciate and tolerate different ideas and develop a deeper spirit of generosity toward others. Also, Anderson College provides a unique program called Master the Art of Living. Here students have a variety of experiences available that seek to expand and deepen their knowledge and caring about others. Through their experiences in the Master the Art of Living, teacher candidates grow in theft responsibility, discipline, service, and grace. Such attitudes are marked by actions of recognition, respect, and acceptance. By enlisting the dynamic power of cooperative learning, teacher candidates are building effective learning communities within the classroom, and are able to foster patterns of behavior that lead to recognition of the importance of self and the recognition of the importance of all others. As a result, teacher candidates build a climate of respect where individuals are mutually accepted regardless of ethnic origin, economic background, or gender. Thus, teacher candidates develop skills and understandings that enable them to teach effectively within the multicultural classroom. At the same time, they recognize that we live in a world that is interconnected and interdependent in a multitude of ways. They learn to recognize and articulate within the classroom a global perspective, which allows students to connect with nations and cultures outside theft own. Consequently, teacher candidates become builders of values that emphasize respect and appreciation for people on the individual, local, and international levels.

Conclusion

Thus the goal of the Teacher Education Program is to develop teachers who possess the knowledge and skills necessary to teach effectively in the classrooms of today. Through the program and related experiences at Anderson College, teacher candidates become competent builders of knowledge, committed builders of community, and caring builders of values. Such teachers will educate successfully the generations to come.

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