Bachelor of Education (BEd) Courses
The following is a list of courses offered in the Bachelor of Education (BEd) program.
TIP: You may narrow down the list of courses using the course code or course title search below. Enter the course code or partial course code and click on "Apply" —examples: "EDIT" "EDUP" "EDPR" "503"
Introduces and reviews the concepts of worldviews, curriculum orientations, values, and educational ideals. It reviews the questions that worldviews typically answer and the central principles and beliefs of Christian worldviews. It attends to the values of western, liberal democracies, noting especially the concerns for diversity, equity, and social justice as expressed in documents from a variety of jurisdictions, including Ontario. It builds critical conversation between these democratic values and religious worldviews, asking specifically about the ideals that classroom teachers will attempt to realize in their day-to-day practice in curriculum, instruction and assessment.
Teacher candidates will come to understand how a child and adolescent's transition through developmental stages affects their learning. They will learn how to support students as they transition through these stages. A thorough understanding of the development of the learners' cognitive, emotional, physical, and social characteristics from infancy through adolescence will be explored. An understanding of typical development will help teachers detect, address, and foster the development of their students.
Supports teacher candidates in developing the knowledge, skills and pedagogical practices that allow each student to feel respected, confident and safe so that they can learn to their highest potential. They will be introduced to a variety of research-based practices, equitable and inclusive policies, and effective strategies for establishing safe, engaging and inclusive learning environments in their classrooms and school communities. They will develop professional judgment regarding proactive and responsive approaches to understand how to support positive environments so that all students feel welcome in the environment in which they are learning.
Designed to provide teacher candidates with knowledge of the structure and function of publicly funded elementary and high school education, and of the regulation of private schools in the Province of Ontario. It will provide relevant legal information in regard to teachers and the teaching profession, including the role of the College of Teachers, and to the operation of classrooms, schools and Boards of Education. The Ontario College of Teachers' document entitled Foundations of Professional Practice and The Education Act will provide the framework for case study learning.
Helps teacher candidates prepare to teach in Ontario Catholic schools. It is recommended for teacher candidates with a demonstrated commitment to the Catholic faith who are planning to apply for employment with Catholic school boards. Teacher candidates will explore the Catholic worldview using official curriculum documents for Religious and Family Life Education as well other foundational pedagogical documents in the Ontario Catholic educational community.
Intended to help teacher candidates develop an educational foundation and an inquiry stance towards their on-going teaching identity through developing a critical, ethical, informed and reflective habit of mind; one that considers the perspectives of various educational philosophers, theorists, researchers and practitioners on the journey to teaching excellence. Using a case study approach, teacher candidates will consider authentic school-based dilemmas through a variety of lenses: Personal, Philosophical, Professional, Pedagogical, Parental and Political.
Designed to equip teacher candidates with the understanding and skills necessary to utilize Educational Technology and cloud based computing for teaching and learning activities: communicating with students, parents and colleagues; differentiating content, process and product; providing accessibility to learning materials for learners of different abilities; assessing and providing descriptive feedback; integrating interactive whiteboard technology into lessons; and, developing on-going organizational strategies. Understanding and skills will be developed through the creation of two products, a Professional Teaching e-portfolio and a flipped lesson.
Facilitates teacher candidates' understanding of and ability to program for the diversity of learners in Ontario classrooms. Teacher candidates will undertake a critical examination of diversity and be exposed to members of diverse communities. They will be introduced to differentiated instruction as a model through which the unique identities of students (i.e., race, ethnicity, culture, gender, sexual orientation, social class, religion, ability, and language) are welcomed and the unique learning needs of students are addressed.
Builds on the foundation laid in EDUC 5213. It continues to facilitate teacher candidates' understanding of and ability to program for the diversity of learners in Ontario classrooms. Teacher candidates will apply their understanding of diverse learners by developing their ability to differentiate instruction to meet the needs of all learners. They will develop their abilities to use technology and strategies as learning tools. They will come to understand particular learning needs and the system of special education, the stages of language acquisition for English Language learners, the roles and responsibilities of other educational professionals, and, the process of assessment and evaluation. Overall, they will develop the understanding that all students can learn and they will be able to demonstrate they have the competency to support the students in the unique learning challenges they face. Prerequisite: EDUC 521.