The theme and conceptual understanding are integrated across content areas. And, in the process of implementing the unit, they allow children's interests and questions to shape the direction and the process of learning. Students develop the discipline of reflective practice in multiple ways. They observe as university professors engage in dialogue about their own practice. Students are frequently asked to offer feedback.
Students observe professors seeking new ways of teaching.
In seminars, held concurrently with student teaching and other field placements, students discuss questions of practice and theory with peers, supervisors, and professors. In dialogue journals, written in conjunction with supervisors, students reflect on the dilemmas and questions they encounter in classrooms. Brainstorming alternative ways of teaching and solving problems occurs continually. At the standard certification level, we are in the process of helping students develop portfolios as a way of reflecting on their development as a teacher and as a way of documenting their progress both for themselves and for the program. At all levels, we seek students who have had experience working with young children in informal and formal settings.