Department of Teacher Education and Higher Education
Doctor of Philosophy in Teacher Education and Development (TED)
Designed for:
The Department of Curriculum and Instruction offers the Teacher Education and Development concentration in its Ph.D. in Curriculum and Teaching 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 CUI 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 can obtain an application from the Graduate School. The application fee is $45.
- Two official transcripts are required from every college and university where you previously completed nine hours or more of course work.
- Three recommendations (forms enclosed in application packet) are also required, and should be submitted in sealed envelopes. Letters to accompany recommendation forms are encouraged. 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.
- An updated resume
- In addition to the information required by the Graduate School, applicants to the Ph.D. program must submit a statement of purpose (approximately 2-5 pages in length) written in a scholarly fashion and a resume along with their application packets. The purpose of the personal statement is for you 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?
Pre-requisites:
- Masters degree in education or related field
- 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 (3)
- TED 747 Doctoral Seminar in Learning & Cognition (3)
- TED 746 Seminar: Research on Teaching (3)
- TED 646 Introduction to Equity Education (3) or CUI 765 - Research in Equity Education (3)
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 Person:
TED Director of Doctoral Studies
Dr. Sam Miller
Curry Building, Room 336
Sdmille2@uncg.edu