Teacher Education Department

Teachers often report that they feel inadequately prepared to work with the complex behaviours students can present with in classrooms. This course will explore this pressing issue, and provide evidence-informed interventions and strategies for effective classroom management. The course will enable an understanding of the impact of the classroom environment on students’ behaviour, as well as basic classroom strategies, structures, and routines. It will also enable an exploration of classroom management styles as well as the management of more complex student behaviours. Credit will be granted for only one of EDUC 406 or EDUC 469(ST: Classroom Management). Three credits.

This course is designed to prepare pre-service teachers to effectively teach Outdoor Education in school settings. The goal is to prepare teachers to integrate physical activity in winter environments that are age and grade appropriate, cross curricular, taking into account safety procedures, and in-field assessment practices. Students will experience a range of outdoor pursuits: Nordic skiing, snowshoeing, archery, and winter camping. This course will focus on inclusive strategies for all abilities. Credit will be granted for only one of EDUC 407 or EDUC 469(ST: Outdoor Experiential ED). Three credits.

This course provides students with an opportunity to acquire the knowledge, skills, and attitudes needed for teaching pupils with learning disabilities in the primary and secondary school system. Adaptations to curriculum and associated instructional strategies will be explored as part of classroom practices. Credit will be granted for only one of EDUC 408 or EDUC 469(ST: Learning Disabilities). Three credits.

This course is designed to prepare prospective elementary teachers to teach the language arts: reading, writing, speaking, listening, and viewing. Also included is comprehensive literacy programming, children’s literature, authentic assessment, and organizing the classroom for language instruction across the curriculum. Throughout this course, the practical influence of various language arts theories is emphasized with a particular focus upon early literacy in the lower elementary grades. Three credits.

This course includes an examination of the early elementary school mathematics program (grades Primary – 3), and of various approaches to teaching mathematics to children, with emphasis on exploring strategies for the development of conceptual understanding through multiple representations. Three credits.

This course includes an examination of the upper elementary school mathematics program (grades 4 – 6), and of various approaches to teaching mathematics to children, with emphasis on exploring strategies for the development of conceptual understanding through multiple representations. Three credits.

The focus of this course is an emphasis on the process approach to teaching science, on the inquiry method, and on special techniques in the teaching of scientific concepts. The elementary science curriculum is examined. Three credits.

This course is a continuation of Language Arts I with emphasis on the upper elementary years. Three credits.

This course provides an understanding of the content of the elementary school curriculum and of the potential for the integration of elementary subjects into language arts and mathematics, and the development of a rationale and strategies for teaching an integrated approach. Three credits.

A review of the social studies programs used in elementary school, with emphasis on the development of skills, methods and approaches involved in teaching these programs. Three credits.

This course is designed to provide pre-service elementary/middle school pre-service teachers with foundational knowledge and practical experiences related to health education and physical education in elementary/middle school communities. Additionally, this course will introduce concepts related to physical literacy, daily physical activity (DPA), cross-curricular planning, and Health Promoting Schools (HPS). Three credits.

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This course emphasizes the foundations of becoming a secondary school teacher. Topics include the professional and ethical role of the teacher, educational planning, the professional development process, reflective practice, teaching strategies, learning processes, classroom environment and management and pedagogy. Three credits each.

This course emphasizes the foundations of becoming a secondary school teacher. Topics include the professional and ethical role of the teacher, educational planning, the professional development process, reflective practice, teaching strategies, learning processes, classroom environment and management and pedagogy. Three credits each.

This course will examine the social-political context of education in Canada, particularly contemporary structures. Students will explore the relationship between educational opportunity and conditions of inequality. Three credits.

This course examines the historical, legal, and philosophical underpinnings of contemporary issues facing public schooling. Goals, purposes, and dilemmas that have affected such facets of education as the structure of Canadian schooling, political and policy making processes, educational law, the work of teachers’ organizations, and educational standards are explored. Three credits.

This course discusses educational, practices and procedures, past and present, affecting pupils who have been marginalized socially and/or physically. These policies have evolved from an ideology of exclusion to inclusion. Preservice teachers will learn curriculum and instructional approaches to assist in meeting the academic and socio-emotional needs of students with diverse learning needs. Three credits.

This course provides preservice teachers with an understanding of the learning strengths and challenges of students with exceptionalities. Emphasis will be placed on collaborative team planning, professional supports provided for students with diverse learning needs, the assessment and education referral process, and the development of individualized educational plans. Three credits.

This course focuses on the development and knowledge of interpersonal relationships and interpersonal skills required by the classroom teacher in providing guidance for his/her students. It addresses specific strategies and frameworks for meeting the needs of at-risk students and those with other special needs in a variety of contexts. The basic principles and practices of guidance will be emphasized. Three credits.

This course explores issues surrounding the assessment for and of learning from a variety of perspectives. Basic principles of learning theory will be emphasized in the context of curricular examples from different teachable subject areas. Students will gain the skills necessary to critically evaluate and develop effective assessment approaches. Three credits.

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This course explores and models teaching strategies that are consistent with the philosophy and background theory of content literacy. Students use the associated theories of literacy and the five recognized tools (reading, writing, speaking, listening, viewing) to develop their knowledge of, and skill in applying, these concepts. Three credits.

This is an introductory course in methodology for teaching business and related subjects in the public school curriculum. Attention will be given to the teaching of accounting techniques, business management, and technology. This is a required for student with a business teachable. Three credits.

This is a second course of methodology for teaching business and related subjects in the public school curriculum. Attention will be given to the teaching of entrepreneurship, business law, economics, and business ethics. This is a required for student with a business teachable. Three credits.

This course provides pre-service, K-12 teachers with concepts and ideas for drama lesson plans; approaches to drama; basic drama and drama education theory; a working knowledge of theatre production; an introduction to the Nova Scotia curricular guidelines; and play selection guidelines for elementary and secondary student productions. Three credits.

Students will explore strategies to encourage their pupils to achieve, appreciate, and maintain a physically active lifestyle in the outdoors. They will learn to develop strategies that foster a life-long commitment to outdoor education, as a part of a physical education program in public school. Students will experience a range of outdoor pursuits: canoeing, kayaking, navigation, Geocaching, orienteering, hiking and backpacking, core camping, and mountain biking. Each pursuit will include an overview of risk management and emergency procedures to support a skills progression that is challenging, fun, safe, and inclusive. Three credits.

Provides student teachers with a thorough understanding of the theoretical and methodological aspects of learning and teaching a second language, focusing on the learning/teaching of English (ESL). Students will become familiar with relevant research and will examine the prevalent theories in different ESL areas. Three credits.

This course is designed to introduce beginning specialist pre-service teachers to the theoretical knowledge, practical experiences, and professional responsibilities of a successful early elementary physical education teacher. This course focuses upon the following P-3 physical education and health education curriculums, the impact of physical activity upon children, the skill themes instructional model, physical literacy assessment, culturally relevant pedagogy, applications of the spectrum of teaching styles and unit planning. Three credits.

This course is designed to introduce beginning specialist pre-service teachers to the theoretical knowledge, practical experiences, and professional responsibilities of a successful upper elementary physical education teacher. This course focuses upon the following 4-6 physical education and health education curriculums, inclusion of children with various diversities and disabilities, the Teaching for Personal and Social Responsibility (TPSR) and cooperative learning instructional models, physical literacy critiques, culturally relevant pedagogy, and year planning. Three credits.

The aim of this course is to introduce the student to the visual and creative arts, and to discover ways to integrate these with the other subjects of the public school curriculum. Three credits.

This course surveys several theories of language learning and the methodologies that reflect these theories. Students will learn how the National Core French Study (NCFS) brought about a change in French curriculum throughout Canada, and how the four syllabi of the NCFS are incorporated into all aspects of French second-language teaching and learning. Three credits.

This course combines theories of language acquisition with their practical application in the second-language classroom. Topics will include unit planning and implementation; materials and lesson plan development in the four skill areas; co-operative grouping strategies; graphic organizers as learning strategies; learning centres and authentic evaluation techniques. Three credits.

This course examines current research and practices in classroom assessment, evaluation, record keeping and communication of student achievement. Three credits.

Beginning with the assumption that solutions to environmental problems require well-designed environmental education programs, students will develop a conceptual framework and practical strategies for creating an environmental education curriculum for grades K-12. Three credits.

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Students are placed in schools for five and one-half weeks of supervised practicum. Three credits.

Students are placed in schools for five and one-half weeks of supervised practicum. Three credits.

Students are placed in schools for five and one-half weeks of supervised practicum. Three credits.

Students are placed in schools for five and one-half weeks of supervised practicum. Three credits.