Teachers and learners must be aware of their influence and the influence of the environment on learning. Teacher preparation should be a multi-faceted process based upon exemplary instruction combining content from the disciplines, methodology, relevant research, appropriate technologies, assessment, reflection, and practice. It is highly interpersonal because teachers and learners collaborate to achieve individual partnerships and goals. We believe people live and learn in a diverse society providing numerous and varied experiences. Teacher preparation exists because the knowledge needed by beginning and experienced teachers for excellence in teaching is continually changing.
Teaching is an art and an academic, technological and practice oriented discipline.
Beginning teachers need the specialized knowledge of the history, philosophy, learning theory, content, classroom management and best practices promoted by teacher preparation programs. Both beginning teachers and experienced teachers must continue to learn through investigation of relevant research and application of current best practice. The practice oriented component of the program is accomplished by the teacher assuming roles as instructor, motivator, facilitator, role model, decision maker, evaluator, communicator, and student advocate. Effective teachers must acquire skills necessary for reflection of future directions for learners based upon current practice and knowledge. From these beliefs, together with research, professional learned societies, and mission statements of the University System of Georgia, GSW, and the School of Education, the faculty have identified five guiding principles for curriculum development.