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INTRODUCTION TO THE TEACHING PROFESSION
EDF 1005
Summer Term (2015)
INTRODUCTION TO THE TEACHING PROFESSION
EDF 1005
Summer Term (2015)
Besides EDF 1005, I also teach EME 2040 (Introduction to Educational Technology), EDF 2085 (Introduction to Diversity & Exceptionalities for Educators), and RED3342 (Foundations of Reading) in the fully online, blended, and/or web-enhanced format. I also teach for the EPI Program.
I look forward to a meaningful and productive semester.
Course Description
This is a survey course including historical, sociological, and philosophical foundations of education, governance and finance of education, educational policies, legal moral and ethical issues and the professionalism of teaching. Students will be provided exposure to the Florida Educator Accomplished Practices, Sunshine State Standards, and the Professional Educator Competencies. Students are required to complete a minimum of 15 hours of field experience in a K-12 setting. The field experience should be performed at actual schools or similar settings and not via virtual modes of film or Internet. Please check your BC email prior to the course start date for further information related to security clearance.
This is a survey course including historical, sociological, and philosophical foundations of education, governance and finance of education, educational policies, legal moral and ethical issues and the professionalism of teaching. Students will be provided exposure to the Florida Educator Accomplished Practices, Sunshine State Standards, and the Professional Educator Competencies. Students are required to complete a minimum of 15 hours of field experience in a K-12 setting. The field experience should be performed at actual schools or similar settings and not via virtual modes of film or Internet. Please check your BC email prior to the course start date for further information related to security clearance.
Methods of Instruction
This is a 3-credit hour fully online course. Normally, a three credit hour course would meet once or twice each week (during a 16 week term) for a total of 3 hours per week or 48 hours per term. In this course, all instruction will be delivered online and students will engage in structured online activities throughout the semester through online meetings. The orientation for this course will also be online.
The teaching strategies used in this course will include online class discussions, cooperative learning, discovery learning, and Web-based teaching. Students will be required to complete online discussions, quizzes, a group project, a fieldwork final summary report, and a final online exam for this class.
This is a 3-credit hour fully online course. Normally, a three credit hour course would meet once or twice each week (during a 16 week term) for a total of 3 hours per week or 48 hours per term. In this course, all instruction will be delivered online and students will engage in structured online activities throughout the semester through online meetings. The orientation for this course will also be online.
The teaching strategies used in this course will include online class discussions, cooperative learning, discovery learning, and Web-based teaching. Students will be required to complete online discussions, quizzes, a group project, a fieldwork final summary report, and a final online exam for this class.
Learning Outcomes
By the end of this course, students will be able to discuss the:
Pros and cons of becoming a teacher
Employment prospects, income level, & status of teachers in U.S. society
Certification and tenureship process
Student diversity
Legal rights and responsibilities of teachers AND students
Research on effective teaching and student differences in learning, cognition, ability, culture, and language
Controversy about the purpose of school
Social environment of school and the meanings that students derive therein
Current national curriculum standards and trends in curriculum development
Formal and hidden curriculum
Debate about what should be taught in school
Major events in the historical development of the U.S. educational system from colonial times to the present
Role of local, state and federal governments, the hidden government, and business community in school governance
Role of local, state, and federal governments in funding
Major philosophies of education and their perspectives
Impact of societal patterns, problems, and change on education
Impact of curricular and technological innovations on education
Pros and cons of becoming a teacher
Employment prospects, income level, & status of teachers in U.S. society
Certification and tenureship process
Student diversity
Legal rights and responsibilities of teachers AND students
Research on effective teaching and student differences in learning, cognition, ability, culture, and language
Controversy about the purpose of school
Social environment of school and the meanings that students derive therein
Current national curriculum standards and trends in curriculum development
Formal and hidden curriculum
Debate about what should be taught in school
Major events in the historical development of the U.S. educational system from colonial times to the present
Role of local, state and federal governments, the hidden government, and business community in school governance
Role of local, state, and federal governments in funding
Major philosophies of education and their perspectives
Impact of societal patterns, problems, and change on education
Impact of curricular and technological innovations on education
Course Requirements
Required Prerequisite or Special Admission Criteria: None.
All students should check their browser and review computer requirements to make sure that their computer(s) meet BC standards.
All students must obtain their BC E-mail address. It is used for course login.
Students who are using D2L for the first time should visit BC's E- Learning Page
Students are expected to complete a mandatory online orientation the first week of class.
Required Prerequisite or Special Admission Criteria: None.
All students should check their browser and review computer requirements to make sure that their computer(s) meet BC standards.
All students must obtain their BC E-mail address. It is used for course login.
Students who are using D2L for the first time should visit BC's E- Learning Page
Students are expected to complete a mandatory online orientation the first week of class.
Students who fail to complete the orientation by the deadline may be withdrawn from the course.
Students are also expected to complete 15 hours of fieldwork in a Broward County school or similar setting. Students must obtain security clearance from the Broward County School Board. For more information on the clearance process visit www.broward.edu/educationplacement prior to the beginning of the term. Students should obtain a college or public library card to complete research for this course. For further information, click library information.
Course Materials
Course Textbook: Teachers, Schools, & Society (10th ed.) by Sadker, D., Zittelman, K., & Sadker, M. (2013). McGraw-Hill
Course Materials
Course Textbook: Teachers, Schools, & Society (10th ed.) by Sadker, D., Zittelman, K., & Sadker, M. (2013). McGraw-Hill
How to Register for this Course
To register for this course, please go to: BC's Student Online System. Students must pay for the course before they will be able to log into the course.
Contact Information
My office is located in Building 69, Room 209 on South Campus
To register for this course, please go to: BC's Student Online System. Students must pay for the course before they will be able to log into the course.
Contact Information
My office is located in Building 69, Room 209 on South Campus
(7200 Pines Blvd, Pembroke Pines, FL 33024).
I can be reached by phone at (954) 201-8893 or by email at isilva@broward.edu. You can also leave a message for me with the Department of Behavioral and Social Sciences at (954) 201-8810.
I can be reached by phone at (954) 201-8893 or by email at isilva@broward.edu. You can also leave a message for me with the Department of Behavioral and Social Sciences at (954) 201-8810.
How to Access this Course once you are Enrolled in this Course
In this course, students will log in on their own. Students should:
Obtain their BC email user ID and Password before attempting to log into D2L.
Click on "ID Lookup" then enter your Student# (or INTL Student ID#) and PIN code (2 digit birth month and 2 digit year). Write down your email ID (not the @mail.broward.edu). That's your D2L login.
Your D2L ID is the same as your BC email user ID.
Your D2L password is the same as your BC email PIN code. Links to help students get connected to e-learning course(s) at BC:
BC's E-Learning login page
Student E-learning Resources
Contact the Helpdesk if you experience login difficulties.
In this course, students will log in on their own. Students should:
Obtain their BC email user ID and Password before attempting to log into D2L.
Click on "ID Lookup" then enter your Student# (or INTL Student ID#) and PIN code (2 digit birth month and 2 digit year). Write down your email ID (not the @mail.broward.edu). That's your D2L login.
Your D2L ID is the same as your BC email user ID.
Your D2L password is the same as your BC email PIN code. Links to help students get connected to e-learning course(s) at BC:
BC's E-Learning login page
Student E-learning Resources
Contact the Helpdesk if you experience login difficulties.
