An inquiry into the major forms of language, how individuals draw on their structures to learn about the world, and how this approach influences our perceptions of children as learners. One of the central assumptions is in the importance of reflective practice and school-based inquiry. The needs of students and the potential and limits for school change become more visible when teachers study education in the context in which they work. Extensive thought and reading, writing and disseminating of new understanding and perspectives. Experience ambiguity, uncertainty, challenge, and difficulty as a necessary mode of learning, within contrasting pedagogical and curricular forms.
Teachers are committed to students and their learning.
Teachers know the subjects they teach and how to teach those subjects to students. Teachers think systematically about their practice and learn from experience. Our courses provide an integrated experience that does not attempt to divide content and pedagogy into discrete separate courses. Our pedagogy acknowledges that teachers are themselves professionals who teach. While we structure a learning experience for our classes, the plan invariably dynamic and responds to feedback from the teachers themselves.