Conceptual Framework
Guiding Principles
The School of Education is committed to creating new knowledge, integrating that knowledge in teaching, promoting ongoing professional learning and educational research, and providing leadership in fostering a community of learners, in concert with the University’s academic plan. The School of Education collaboratively developed ten principles for the Bachelor of Education program, that have been expanded upon and that now guide our work from the undergraduate program, to teacher education, to graduate programs. These principles describe teaching and learning as we understand them, in the broadest sense.
The principles guide our teaching at the Trent University School of Education. We encourage and empower our students to embrace these same principles.
| Consecutive B.Ed. Program | Concurrent Indigenous B.Ed. Program | |
|---|---|---|
| 1 |
Teaching and learning are interactive processes that involve meaningful engagement of all participants. |
Indigenous teaching and learning are interactive processes that involve meaningful and respectful engagement of learners, teachers, Elders and other knowledge keepers. |
| 2 |
Education is a collaborative endeavour, involving partnerships within and beyond the learning community. |
Indigenous education is a partnership activity, connecting intergenerational learning and community involvement. |
| 3 |
Communities of learners in educational settings support identity formation, a sense of belonging, and engagement in lifelong learning. |
Community of learners in education settings support identity formation, a sense of belonging, and engagement in lifelong learning. |
| 4 |
Teaching and learning that promotes inclusivity is based on a commitment to equity, diversity and environmental sustainability. |
Indigenous teachers ensure a holistic pedagogical approach that increases our understanding of ourselves, each other, the world around us, and the environment; seeking peace while forwarding social and ecological justice. |
| 5 |
An effective education leads to critical engagement, agency and active citizenship. |
Effective Indigenous teaching and learning engages creative expression to consolidate and share learning. |
| 6 |
Effective teaching practices are based on sound educational theory and research. |
Effective teaching is based on sound Indigenous educational theory and research that is rigorous, respectful and follows Indigenous protocol. |
| 7 |
On-going meaningful feedback drives high quality teaching and learning experiences. |
Indigenous learning and teaching are guided by ongoing meaningful feedback based on circular visioning that encourages teachers to think creatively and critically about their professional practice. |
| 8 |
For the purposes of deep learning and continued growth, educators engage in critically reflective practice. |
Guided by Elders and educationists and the Teachings of the Seven Grandfathers, Indigenous teachers engage in critically reflective practice. |
| 9 |
Creative thinking and in-depth subject knowledge underpin learning. |
Indigenous teaching fosters creative thinking, critical reflection, in-depth subject knowledge and critical engagement. |
| 10 |
Respect and appreciation for Indigenous Knowledges, perspectives and pedagogies is central to teaching and learning. |
Indigenous education engages all four aspects of the learner (spiritual, emotional, mental, physical) resulting in holistic learning that also aligns with core Indigenous values and beliefs, such as the Seven Grandfather Teachings. |
History
Teacher education first began in Peterborough in 1906 when a city delegation, including every member of the Board of Education and various members of City Council, met with the Minister of Education to advocate for the establishment of a normal school in Peterborough. This group was successful in being granted one of four normal schools in the province and in 1908 the newly constructed Peterborough Normal School opened its doors to its first class of 159 students: 22 males and 137 females.
When elementary teacher education became the responsibility of universities in the 1970's, Peterborough area educators once again pressed to maintain a teacher education presence in the community. Through their initiative and in collaboration with Trent University, the Queen's-Trent Concurrent Teacher Education Program was created in 1973 as a partnership between Trent and Queen's Universities. The program began as a deeply cooperative venture, involving not only the two Universities, but also the two Peterborough area school boards who, from the beginning, structured the partnership to include ongoing professional development for teachers and annual program feedback.
Trent University's School of Education and Professional Learning, including the Consecutive B.Ed. program, thus expands upon something that has been part of the composition of Trent University for what was thirty years as the first year class of the consecutive teacher education program entered in the fall of 2003. The B.Ed. program structure used this historical partnership and collaborative way of conducting teacher education as its foundation. The consecutive B.Ed. program was constructed collaboratively with representatives from Senior Administration in the three partnership District School Boards, Principals at both elementary and secondary schools, Teacher Federation representatives at the local and provincial levels, representatives from the Ministry of Education, and recent B.Ed. graduates. Frequent and intensive working meetings ensured that all perspectives were brought to bear on constructing programming that would provide a strong foundation for beginning teachers and ensure program integrity and accessibility for both the full time and the first part time B.Ed. program of its kind in the history of Ontario. As one Associate Teacher put it not long ago, the School of Education plans to maintain, "The Magic Formula: Partnership in Teacher Education."