Department of
Teacher Education and Higher Education
Doctor of Philosophy in Teacher Education and Development (TED)
The Department of Teacher Education and Higher Education offers the Teacher Education and Development concentration in its Ph.D. in Teacher Education and Development for candidates who wish to pursue careers as teacher educators in university-based teacher education programs or who wish to pursue careers in curriculum and/or instructional administration in schools and districts.
Mission Statement:
The mission of the TEHE doctoral degree in Curriculum and Teaching with a concentration in Teacher Education and Development is to develop scholar-researchers, scholar-teachers and scholar-activists who generate, understand and apply usable new knowledge related to the education of novice and experienced teachers. Such scholarship connects research with practice, is informed by our mutual belief in constructivist theories of how people learn, promotes the advocacy of excellence and equity in education for all learners, and facilitates the development of teachers as leaders. Our mission statement is grounded in the following beliefs:
Scholar-researchers are professional educators who are committed to the generation of new knowledge related to the education of new and experienced teachers, and to the dissemination of such knowledge through scholarly publications. They conduct their research with (not on) other professionals, often in classrooms and schools.
Scholar-teachers are professional educators who understand and value theory and research as they inform and are informed by practice. They use research to inform their own practice and they share research with other professionals through their teaching and leadership by offering (or providing) professional development at the school and district level.
Scholar-activists are researchers who understand and value that they and their research serve as advocates for making K-12 environments conducive to effective teaching and high levels of student success. They use their research to proactively affect educational policy and practice.
Usable knowledge is research that provides knowledge to help educators do their jobs. Its role is to discover, test, and certify the knowledge, skills, and tools educators can use to facilitate learning and instructional practice (Lagermann, 2006 ).
Constructivist theories of learning emphasize the role of learners in constructing their own knowledge through the use of learner-centered, integrated curricula and through learning opportunities that are collaborative, dialogic, reflective, and that promote metacognitive thinking. The role of teachers in a constructivist classroom is to design and facilitate learning opportunities that are connected to their students’ needs and interests. Constructivism includes a range of perspectives such as (1) knowledge is constructed by individuals based on their interactions with their environment; (2) language and social interaction are essential to knowledge construction of individuals and groups; and (3) knowledge is subjective in that it depends on one’s own experience (Marlowe and Page, 1998; Richardson, 1997; von Glaserfeld, 1995)
Equity and excellence acknowledges cultural, linguistic, social class, and other forms of knowledge based on diversity; insists on student voice as a primary element in curriculum and classroom pedagogy; and promotes analyses of schooling inequities based on class, gender, or racial/ethnic inequities (Cochran-Smith, 2004; Enns and Sinacore, 2005; Ladson-Billings, 2005; Nieto, 2000)
References
Cochran-Smith, M. (2004). Walking the road: Race, diversity, and social justice in teacher education. New York Teachers College Press.
Enns, C.Z. & Sinacore, A.L. (Eds.) (2005). Teaching and social justice: Integrating multicultural and feminist theories in the classroom. Washington, D.C. American Psychological Association.
Ladson-Billings, G. (2005). Beyond the big house: African American educators on teacher education. New York :Teachers College Press.
Lagermann, E. C. (2006). Defining usuable knowledge. Retrieved January 24, 2006 from http://www.gse.harvard.edu/scalingup/definition.htm.
Marlowe, B.A., & Page, M.L. (1998). Creating and sustaining the constructivist classroom. Thousand Oaks, CA : Sage.
Nieto,S. (2000).The light in their eyes: Creating multicultural learning communities. New York : Teachers College Press.
Richardson, V. (Ed.). (1997). Constructivist teacher education: Building a world of new understandings. London : Falmer.
von Glasersfeld, E. (1995). Radical constructivism: A way of knowing and learning. London : Falmer. Retrieved October 17, 2005 from http://www.oikos.org/radcon.htm.
Program Description:
Doctoral students in the Teacher Education and Development Concentration engage in a 60+ semester-hour program that offers substantive opportunities to develop knowledge and skills in teaching, supervision, scholarship, professional service, and leadership in teacher education and development. Students in the program can focus their studies in the areas of mathematics education, science education, literacy, elementary or middle grades education, equity education, social studies education, general curriculum and instruction or technology. This doctoral program specializes in preparing educators with outstanding knowledge plus teaching, supervision, and research skills in the areas of teacher education and development. The faculty is nationally known in their areas of interest. They provide learning and working environments for students that are collegial, supportive, and developmental, while maintaining the quality and rigor that characterize this nationally recognized graduate program.
Application Process:
- Applicants should apply using the Graduate School's online application at: https://app.applyyourself.com/AYApplicantLogin/ApplicantConnectLogin.asp?id=uncgr-g. The application fee is $55.
- One official transcript is required from every college and university where you previously completed nine hours or more of course work.
- Three recommendations are also required and should be submitted electronically by recommenders using the application system. Applicants should provide their email address within the application. At least one letter should be from someone who can speak to your academic record.
- A Residency Statement is required for applicants claiming North Carolina residency.
- Applicants must take the Graduate Record Examination (GRE) and submit their test scores to the Graduate School.
- Current resumé
- In addition to the information required by the Graduate School, applicants to the Ph.D. program must upload a statement of purpose (approximately 2-5 pages in length) written in a scholarly fashion. The purpose of the personal statement is to acquaint the faculty with your background and experience, as well as with your career goals and purpose for doctoral study. Your statement should address the following questions:
- Why do you wish to pursue a doctorate?
- How has your background and experience prepared you for doctoral study?
- What are your career aspirations following graduate study?
- How will a doctorate contribute to those aspirations?
- What are your research interests?
- What do you believe you will gain from the knowledge, skills, and dispositions that result from a doctoral experience at UNCG?
- The complete application with all supplemental materials must arrive by the posted deadline to ensure consideration by an admissions committee.
Pre-requisites:
- Masters degree in education or related field
- Appropriate teaching experience (at least 3 years is recommended)
Curriculum:
Please note this curriculum is subject to change and each Ph.D. student must have an Plan of Study approved by their committee by the time they have completed 18 credit hours.
Core Courses (12 hours):
- TED 749 - Doctoral Seminar Teacher Education
- TED 747 Doctoral Seminar in Learning & Cognition
- TED 746 Seminar: Research on Teaching
- TED 646 Introduction to Equity Education or CUI 765 - Research in Equity Education
Research Courses (21 hour minimum):
- One doctoral-level statistics course (eg., ERM 681)
- One doctoral-level course in qualitative research
- Remaining courses to be selected with help of doctoral advisor and doctoral committee
Concentration (15 hour minimum):
- Course work as approved by student’s doctoral committee and consistent with student’s focus (teacher education, elementary education, middle grades education, reading and literacy education, mathematics education, social studies education, science education, equity education, English as a second language/TESOL, or an interdisciplinary focus.).
Dissertation (12 hour minimum):
- Dissertation topic and study design developed and conducted by student with consultation and approval of doctoral committee.
Contact Information:
TED Director of Doctoral Studies
Dr. Colleen Fairbanks
488A School of Education Building
colleen.fairbanks@uncg.edu
Frequently Asked Questions:
Q. What is the deadline for applications to the Ph.D. in Curriculum and Teaching?
A. Applications will be reviewed once each year. All files completed before December 1st will be included in the review for Fall (August) admission.
Q. How long do I have to complete the Ph.D in Curriculum and Teaching?
A. All requirements for the doctorate, including the dissertation, must be completed within seven academic years from the date of the first enrollment for study following admission to the doctoral program. However, most Ph.D. candidates complete their program in three to five years. Post-master’s (or equivalent) credit that is applied to the student’s doctoral program must be no more than seven years old when the degree requirements are completed. This means that all course work to be credited to the student’s doctoral program must fall within a seven-year period of time beginning with the date of first enrollment following admission to the program. If credit to be transferred was earned before enrollment at this University, the seven-year period of time commences with the beginning date of the term in which the transfer credit was earned.
Q. Is there a residency requirement for this program?
A. Doctoral candidates are expected to satisfy a residence requirement, which provides them the opportunity for an extended period of intensive study and intellectual professional development among a community of scholars. The basic residence requirement is two consecutive full-time semesters of graduate work on this campus after admission to a doctoral program. There are several ways to meet the requirement of full-time graduate study. Full-time status for graduate students is 6 semester hours of coursework.
Q. How do I select and advisor?
A. Each student is assigned a temporary advisor at the time of admission to the doctoral program. The temporary advisor assists the student in selecting early course work and helps the student form an advisory/dissertation committee, which must be approved by the Graduate School. The student may ask the temporary advisor to serve as chair of the advisory/dissertation committee, or the student may select another faculty member to serve as chair. Students should have selected a dissertation committee and a chair for that committee by the time they have completed 18 hours of coursework.
Q. May I change my advisor?
A. Students may elect to change the composition of their advisory/dissertation committee at any time, but they must obtain written approval from the Graduate School to do so. Changes in the advisory/dissertation committee typically occur when a student's research interests change over time, or when a member of the original committee is no longer available to serve due to such things as illness, retirement, transfer to another position, etc.
Q. How can I get additional information about this program?
A. You may read the TEHE Doctoral Handbook, which is availiable on line. You may also contact the TEHE Director of Graduate Studies or the Chair of the TEHE Department.