The mission of the teacher education program is to prepare competent, reflective educators of character who are committed to professional excellence.
Knowledge of Self
Knowledge of the Student-Learner
Knowledge of Content and Practice
Knowledge of School and Community
The conceptual framework for Anderson University's professional education programs was developed initially in the 1989-1994 period and revised in 2003 and 2007. It involved the participation of professional faculty, liberal arts faculty through their role on the Teacher Education Committee, and P-12 professionals who were members of the Commission on Teacher Education. Through the development process and extensive examination of current research literature, the model Preparing Teachers of Excellence through the Knowledge of Self, the Student-Learner, Content and Practice, and School and Community was developed. The foundation of the teacher education program is built on the values of developing competent, reflective educators of character who strive for professional excellence.
Foundation of the School of Education
The philosophical and pedagogical foundations of the School of Education provide the unification and coherence of the conceptual framework and are based on the following precepts:
Graduates will be teachers of quality WHO ARE reflective in their practice AND see the integration of character education within their teaching as a professional responsibility.
The overall design of the education program includes significant contributions from liberal arts studies, content area studies, and professional education studies.
The Teacher Preparation Program at Anderson University is designed and guided by the essential beliefs of the importance of optimal learning environments characterized by integrity, a sense of community, experiential learning combined with traditional classroom patterns, emphasis on international and intercultural experiences, and the fulfillment of an educational mission that prepares students to act responsibly.
Professional Education programs at the initial level are based on essential knowledge, established and current research findings, and sound professional practice. The InTASC Standards, developmental standards of the Office of Educator Licensing and Development (OELD), the philosophies and practices of the Unit and content area faculty, and the collaborative P-12 educators guide the philosophy, objectives, and outcomes of the initial programs.
- Graduates will be teachers of quality WHO ARE reflective in their practice AND see the integration of character education within their teaching as a professional responsibility
- The overall design of the education program includes significant contributions from liberal arts studies, content area studies, and professional education studies.
The teacher education program is anchored in Anderson university's commitment to a liberal arts curriculum as the essential foundation for all graduates. The unit believes that the liberal arts curriculum articulated with the content and professional courses lead to competent educators. As an institution centered in the liberal arts (term used for General Education at Anderson University), AU is dedicated to cultivating in each individual an appreciation of culture centered in a global perspective. The strength of the program is in this articulation of the liberal arts curriculum, professional and content courses, and in the university's dedication to graduate persons of "global perspective who are competent, caring, creative, generous individuals of character and potential."
Teachers of Quality and Competence: The quality teacher encompasses the traits of constructivism, reflective practitioners, inclusion of all students into the learning process, leadership and decision-making roles within the school and community, member of the professional learning communities, and a broader understanding of human cognition and intelligence based upon research.
Reflective Practice: The reflective teacher is one who analyzes the factors that affect teaching and learning. Through such analysis, the teacher is continually developing understandings regarding what content is important to teach, how students learn, and how to teach so that students will learn.
Character Education: The teacher creates caring environments and maintains moral environments in our classrooms today, educating teacher candidates in the knowledge, skills, and precepts of character education is imperative (Lickona, 2004).