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Program Structure
The Bachelor of Education (Elementary) program is 70 credits extending over two academic years of two terms each.
Courses and associated school practicum experiences are completed in a specified sequence. Course order may vary slightly between Fall and Winter semesters subject to program needs.
Year 1 (Fall and Winter)
EDPR 3100 Practicum 1 (24 hours)EDPR 3100 Practicum 1 (24 hours)Credits: 1 credits This is the first of four organized school practica experiences, consisting of seven full days in schools within the Kamloops area. The purpose of this course is to provide teacher candidates with an orientation to elementary schools and the opportunity to link their on-campus courses with teaching experiences in the classroom.Teacher candidates are placed in learning teams in classrooms to collaboratively experience classroom procedures and teach four language arts lessons. Teacher candidates work with close guidance and mentorship with faculty mentors who support each learning team throughout the practicum. Teacher candidates additionally complete journal reflections and have the opportunity to observe in a variety of school settings.
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EDCO 3100 Communications 1 (2,0,0)EDCO 3100 Communications 1 (2,0,0)Credits: 2 credits This course is designed to provide teacher candidates with an opportunity to develop skills for effective communication with students, parents, colleagues, and other school-related persons. This course includes field education components at various location(s). This course includes instructional time at McQueen Lake, the environmental education centre operated by the Kamloops/Thompson School district. Teacher candidates learn effective communication skills, including an introduction to conflict resolution and teaching social skills, through role-playing and discussion. Science exploration (such as Project Wild group activities) and physical activity (such as nature walks) are integral parts of learning about effective communication. Science exploration and physical activity are integral parts of learning about effective communication.
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EDIE 3100 Child Development and Teaching (3,0,0)EDIE 3100 Child Development and Teaching (3,0,0)Credits: 3 credits This course presents an overview of child development as it relates to teaching. It will begin with a survey of the main models and theories of child development and then consider relevant implications for teaching. Students will review research that examines child development and teaching, especially research that reviews effective teaching practice with children who are at different developmental levels, and children from diverse cultural backgrounds.
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EDEF 3100 History of Education (3,0,0)EDEF 3100 History of Education (3,0,0)Credits: 3 credits This foundations course focuses on the complex dynamics between school and society. Teacher candidates examine the relationship between schools and society over time, gaining insight into individuals and groups that determine what kinds of schools should exist and what should happen to them. Issues of gender, race, sexuality, ethnicity, religion, social class, and location inform and enlighten investigations. Readings; lectures; presentations; discussion; group work; review of television, film, and video materials; and guest speakers inform the learning.
Prerequisites: Admission to TRU Bachelor of Education program
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EDLL 3100 Language and Literacy 1 (3,0,0)EDLL 3100 Language and Literacy 1 (3,0,0)Credits: 3 credits This course introduces key concepts related to language and literacy learning and teaching in the elementary language arts classroom and across the curriculum. Students are provided an overview of the knowledge required to make sound curriculum decisions to implement an effective language and literacy program. This course is the first component of two interdependent courses that focus on methods to teach language and literacy in elementary school, with an emphasis on the reading process, the skills central to reading acquisition and reading achievement, individual differences in reading development, and effective reading instruction methods. The course is linked with the initial school practicum
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EDMA 3100 Mathematics 1 (3,0,0)EDMA 3100 Mathematics 1 (3,0,0)Credits: 3 credits Teacher candidates develop a basic understanding of teaching mathematics in elementary schools. The course provides methods in teaching problem solving, numeracy, the use of manipulatives, early number sense, patterns, assessment, and operations with numbers. Participants also examine the use of literature and games in a math program and undergo a comprehensive study of the British Columbia mathematics curriculum. A variety of resources are provided to teacher candidates to experience the methods used to provide a rich elementary mathematics program.
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EDPE 3100 Physical Education Methods (2,0,2)EDPE 3100 Physical Education Methods (2,0,2)Credits: 3 credits The aim of this course is to provide a foundation of principles, learning opportunities and teaching, and critical thinking strategies in physical education that can be applied to whole classrooms of elementary students. Emphasis is on applying the various concepts of movement (games, dance, gymnastics, alternate-environment activities, and individual and dual activities) when planning to teach physical education. Teacher candidates participate in classroom, gymnasium, and outdoor activities that provide tangible links with scheduled practica and encourage putting theory into practice.
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EDTL 3100 Teaching and Learning 1 (3,0,0)EDTL 3100 Teaching and Learning 1 (3,0,0)Credits: 3 credits Teacher candidates are introduced to preparing lesson plans and learning about curriculum, assessment, teaching models and strategies, and classroom and organizational management. The role of teacher as a professional is introduced and teacher candidates are assisted in developing critical reflection skills and an understanding of the importance of life-long learning. Teacher candidates begin to acquire an appreciation of the limits of their knowledge and importance of ongoing professional and personal development. Other courses are inter-connected to prepare teacher candidates for the first practica and to deepen learning. Teacher candidates independently prepare lesson plans and implement the teaching practices learned within this course during the practica in Kamloops and area school setting.
Students cannot receive credit for both EDTL 3100 and EDTE 3110. |
EDPR 3200 Practicum 2 (60 hours)EDPR 3200 Practicum 2 (60 hours)Credits: 2 credits This two-week (10 school days) practicum occurs in the final two weeks of Year 1, Term 2. Teacher candidates are placed in learning teams in a school within the Kamloops area. The teaching and learning foci for this practicum are classroom leadership, collaboration, mathematics, science, and social studies, although not exclusively. Teacher candidates completed journal reflections and have the opportunity to collaboratively experience a variety of classroom settings. Following the practicum, teacher candidates attend a call-back day on campus, which includes an opportunity to debrief the practicum, hear from guest presenters, and receive important information for the next practicum. Faculty mentors from the university support each teacher candidate throughout the practicum.
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EDLL 3200 Language and Literacy 2 (3,0,0)EDLL 3200 Language and Literacy 2 (3,0,0)Credits: 3 credits This course continues the study of the elementary language arts curriculum and teaches the theory and practical knowledge required to implement a language arts program. The emphasis is on writing in relationship to the other language modes and across the curriculum. Students examine the skills children in elementary school need to be successful writers, effective ways of promoting the development of these skills, and effective writing assessment techniques. Students are expected to engage in all aspects of the writing process.
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EDMA 3200 Mathematics 2 (3,0,0)EDMA 3200 Mathematics 2 (3,0,0)Credits: 3 credits This course builds on EDMA 3100: Mathematics I. Students are introduced to topics that include place value, geometric thinking, spatial sense, measurement, statistics and probability, and assessment. The course is linked to the practicum (EDPR 3200) that teacher candidates take in the same semester to allow them to have an opportunity to apply the methods they have studied.
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EDSC 3200 Science Methods (3,0,0)EDSC 3200 Science Methods (3,0,0)Credits: 3 credits Through inquiry-based learning, teacher candidates are introduced to current principles and strategies applied to teaching science in elementary schools from Kindergarten to Grade 7. The three content strands of the British Columbia Science curriculum, life, physical earth and space science, provide the base for exploring scientific content together with the processes of science (the fourth strand) and in terms of how children learn science effectively. Weekly class includes hands-on labs, presentations, website explorations, article reviews, current events, and field trips. Teacher candidates design, imagine, and create effective science learning lesson plans, based on analyzing and synthesizing current educational paradigms. This course and its assignments are designed to give teacher candidates the opportunity to explore the nature of science and use sound research methodologies to create effective science learning opportunities for children.
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EDSO 3200 Social Studies Methods (3,0,0)EDSO 3200 Social Studies Methods (3,0,0)Credits: 3 credits The overarching purpose of this course is to introduce various rationales, goals, and strands needed to develop a coherent social studies program. Social studies is presented as a dynamic, multi-disciplinary curriculum for creating informed, adaptable, responsive, and responsible education citizens. Ethical approaches and strategies are explored that focus on developing an understanding of the various social studies disciplines and the characteristics and evolution of interrelated global systems. Students develop skills to promote critical thinking, social, and ecological responsibility, and a global perspective that values human rights. The course is linked to the two-week practicum that teacher candidates take in the same semester (EDPR 3200) to provide opportunities for teacher candidates to teach the social studies lessons they have developed.
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EDTL 3200 Teaching and Learning 2 (3,0,0)EDTL 3200 Teaching and Learning 2 (3,0,0)Credits: 3 credits Teacher candidates are introduced to unit planning and assessment. Other course are inter-connected to prepare teacher candidates for the second practica and to deepen their understanding of effective unit planning and assessment. Teacher candidates explore how to address diversity in the classroom.
Prerequisites: Successful completion of Year 1, Term 1 or EDPR 3100, EDCO 3100, EDPY 3100, EDEF 3100, EDLL 3100, EDMA 3100, EDPE 3100. |
EDEF 3200 Theoretical Frameworks of Education (3,0,0)EDEF 3200 Theoretical Frameworks of Education (3,0,0)Credits: 3 credits This foundations course further develops the concepts explored in EDEF 3100: History of Education, encouraging teacher candidates to examine their educational beliefs and practices while deepening their insights and depth and breadth of understanding the social context of school. Teacher candidates learn the language and concepts of education, develop abilities to reflect critically on its central ideas and alternate frameworks, use evidence to make informed decisions, and refine their communication as professionals. Discussions of contemporary and educational issues include topics such as what it means to be a professional and schooling in the 21st century. Readings; lectures; presentations; discussions; group works; review of television; film and video materials; and guest speakers inform the learning.
Prerequisites: Successful completion of Year 1, Term 1
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Year 2 (Fall and Winter)
EDPR 4100 Practicum 3 (90 hours)EDPR 4100 Practicum 3 (90 hours)Credits: 3 credits Teacher candidates develop a basic understanding of teaching mathematics in elementary schools. The course provides methods in teaching problem solving, numeracy, the use of manipulatives, early number sense, patterns, assessment, and operations with numbers. Participants also examine the use of literature and games in a math program and undergo a comprehensive study of the British Columbia mathematics curriculum. A variety of resources are provides to teacher candidates to experience the methods used to provide a rich elementary mathematics program.
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EDHC 4100 Health and Career Education (2,0,0)EDHC 4100 Health and Career Education (2,0,0)Credits: 2 credits This course enables participants to help elementary students acquire the knowledge, skills, and attitudes that help them to make good personal decisions and manage their lives more effectively. Participants focus on the emotional and social development of students from Kindergarten to Grade 7.
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EDIE 4100 Inclusive Education (3,0,0)EDIE 4100 Inclusive Education (3,0,0)Credits: 3 credits This course introduces teacher candidates to the area of teaching children with support needs within the regular classroom. Teacher candidates recognize, respect, and value diverse learning needs and worldviews. They intentionally and reflectively increase their awareness of sociocultural diversities, including their own. The course begins with a consideration for the historical perspective on teaching children with support needs and includes information on relevant provincial legislation. Course topics include equity and inclusion in classroom settings, designs for lessons and units using Universal Design for Learning (UDL) and Differentiated Instruction (DI), as well as the design of individual education plans and the development of effective methods for teaching and assessing children with support needs in school settings.
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EDTL 4100 Teaching and Learning 3 (3,0,0)EDTL 4100 Teaching and Learning 3 (3,0,0)Credits: 3 credits Teacher candidates explore how to incorporate effective teaching skills and practices across curricular areas. They design an integrated unit to be implemented in the final practicum, EDPR 4200: Practicum.
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EDVP 4100 Drama (2,0,0)EDVP 4100 Drama (2,0,0)Credits: 2 credits Teacher candidates are introduced to the theory and practice of drama in the elementary classroom. Participants focus on experiencing various drama forms and conventions, analyzing them as ways of learning, and applying them to specific curricular and classroom needs.
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EDVP 4110 Music (2,0,0)EDVP 4110 Music (2,0,0)Credits: 2 credits This is an introductory course in music education designed to give students a basis for teaching music in elementary classroom settings. The understanding of musical concepts and the demonstration of skills will be fostered through singing, listening and appreciating, playing instruments, creative expression, and critical reading of the music education literature.
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EDVP 4120 Visual Arts (2,0,0)EDVP 4120 Visual Arts (2,0,0)Credits: 2 credits This course is designed to facilitate the fundamental experience and understanding of the role and value of art education, as well as to explore key issues in this domain. Lessons are concerned with basic concepts related to children's artistic production, perceiving and responding to art, and teacher planning for art instruction. Studio activities are interactive and meant to develop strategies and confidence for teacher candidates to deliver and introduce selected art materials, as well as to convey appropriate techniques to facilitate positive art learning for elementary-aged students.
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EDSL 4200 Second Language with Focus on French (2,0,0)EDSL 4200 Second Language with Focus on French (2,0,0)Credits: 2 credits This course introduces the instructional and assessment strategies that are effective in promoting the learning of a second language by elementary students. It emphasizes the development of a proficiency-based curriculum and concurrent development of listening, speaking, reading, and writing skills. The course acquaints education teacher candidates with the teaching techniques, procedures, and instructional resources used to teach second languages to children, focusing on French. Teacher candidates interested in teaching other languages will be encouraged to adapt strategies to their own specific language and will learn to adapt assignments to their target language.
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EDPR 4200 Practicum 4 (300 hours)EDPR 4200 Practicum 4 (300 hours)Credits: 5 credits Functioning as a capstone course demonstrating the integration of program learning outcomes. Practicum 4 provides teacher candidates with the opportunity to reflect, demonstrate, and apply the culmination of their learning in the B.Ed. program. During Term 2 of Year 2, teacher candidates undertake a 10-week (300 hour) practicum that serves as the major school experience. Teacher candidates normally return to the same placement as they had in EDPR 4100: Practicum 3. Teacher candidates gradually increase their teaching load and sustain a minimum 80% load for five consecutive weeks. Upon successful completion, teacher candidates are able to apply for teacher certification in British Columbia.
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EDFN 4200 Indigenous Culture and Learning (3,0,0)EDFN 4200 Indigenous Culture and Learning (3,0,0)Credits: 3 credits The course begins with an overview of the history of Indigenous Education in British Columbia and Canada. The course focuses on effective teaching and learning practices for Indigenous students including developing relationships with parents and extended family members. Teacher candidates examine how to enrich the regular school curriculum by adding Indigenous content and including the cultural background of their Indigenous students. The class format is presentation and discussion based on articles and videos provided by faculty, presentations from other Indigenous educators, community members, and teacher candidates. Field experiences typically include visits to local band-operated schools, the Secwepemc Museum, the Kamloops Residential School and the Interior Indian Friendship Centre.
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EDEF 4200 School Organization (1,0,0)EDEF 4200 School Organization (1,0,0)Credits: 1 credits Teacher candidates examine a number of organizations that affect their working lives as teachers and develop a perspective about issues in British Columbia education that results in the expression of their own personal philosophy of teaching. Class sessions consist of presentations and lectures followed by a discussion or question and response period. Presentations are made by representatives from a number of stakeholder groups, including the Kamloops Thompson Teachers' Association, School District #73 (Kamloops/Thompson) senior administration, and the Teacher Regulation Branch for the British Columbia Ministry of Education. Teacher candidates are guided in the preparation of resumes and interview techniques.
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EDCO 4200 Communications 2 (1,0,0)EDCO 4200 Communications 2 (1,0,0)Credits: 1 credits This course acts as a capstone by providing students the opportunity to communicate their knowledge, skills, and understandings of theory and practice developed over the 2- year B.Ed. program. Students demonstrate their abilities to rely on evidence and research to support teaching methods and practices. They show empathy and the ability to communicate in ethical and meaningful ways with diverse audiences in the school setting. Finally, students learn how to communicate their professional readiness for practice through the preparation of resumes and portfolios.
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