Gonzaga-in-Florence

Students

Parents

Alumni

Apply Now

Brochures

Contact Us

Sophomores and juniors who are seeking teacher certification through the School of Education have the opportunity to study in Florence, Italy with Gonzaga-in-Florence.

Preparing teachers for a global society

The Gonzaga-in-Florence Teacher Education Track is open to Gonzaga & non-Gonzaga students.

Study abroad in Spring 2013 with Gonzaga-in-Florence and stay on track with your teacher education goals! A core of courses designed to meet certification curriculum requirements are offered in the spring semester by faculty with teacher education training and experience. This study abroad program presents to students the opportunity to gain awareness and insight into global issues that will enhance their teaching. Enhance your educational experience Teachers Education courses taught in English Classes Monday - Thursday Select from over 50 courses in other disciplines	AT-A-GLANCE	QUICK LINKS
	Program Dates: Spring 2013: 3 January - 20 April GPA Requirement: 2.8 or permission from the Dean of the School of Education at Gonzaga University Priority Application Deadline: You are encouraged to apply early as space is limited. Spring 2013 priority application deadline is January 1, 2012 for a decision by February 1, 2012. Based on space availability, we will continue to admit qualified students from February 1 up to October 1, 2012, or until the program is filled. Non-Gonzaga students: check with your home institution regarding school specific deadlines. Estimated Program Cost: Spring 2013: $23,970* * The estimated program cost includes: tuition, shared room, partial board, Opening Tour, technology fee, International Student Identity Card, and Italian medical insurance.	GIF Teacher Education Brochure Application Procedure & Forms Proposed Teacher Education Courses in Spring 2013: Elementary Courses EDTE 201: Learning Theories (3 credits) EDTE 231: Instructional Methods: Reading, Writing & Communication I (3 credits) EDTE460 E: Classroom Management (3 credits) Secondary Courses EDTE 201: Learning Theories (3 credits) EDTE 418: Discipline Specific Literacy (3 credits) EDTE460 S: Classroom Management (3 credits) FOR MORE INFORMATION Contact GU Study Abroad 800.440.5391 toll free 509.313.3549 telephone Wanda Reynolds Director of Study Abroad reynolds@gu.gonzaga.edu

PROPOSED TEACHER EDUCATION COURSES & SYLLABI
Below is the list of proposed elementary and secondary education courses for Spring 2013. To download course syllabus, click on the course title. Teacher Education candidates should take all nine (9) credits of TE courses offered. Courses in other disciplines are also available. Consult the Gonzga-in-Florence Spring 2013 Course Schedule to view other course offerings and syllabi. Education students can select from about 50 other courses on the program, including: Art, Business, Classical Civilizations, Economics, English, History, International Studies, Italian, Music, Philosophy, Political Science, Psychology, Religious Studies, and Sociology. Except for Italian language, all the other courses are taught in English. Elementary Courses EDTE 201: Learning Theories (3 credits). This course is designed to introduce the undergraduate teacher candidate to theories of learning. The contributions of behaviorism, humanistic psychology, and cognitive psychology will be examined in order to give a basis for critically analyzing how and why human development and growth occur in the teaching/learning act. EDTE 231: Instructional Methods: Reading, Writing & Communications I (3 credits) The primary purpose of this course is to provide understanding and opportunities for teacher candidates to understand theoretical constructs related to reading, writing, and communication in classroom curriculum. Teacher candidates will develop pedagogy from an analysis of the processes of natural learning, language acquisition, multiple intelligence, and learning styles. This knowledge will become the framework for instructional methodology for reading, writing, and communication skills. EDTE 460E Classroom Management (3 credits) This course is designed to introduce, discuss and reflect classroom management. The contributions of foundational theories and practical management models will be critically analyzed with the goal of developing a personal, comprehensive system of classroom leadership and proactive management. Candidates will develop a personal, comprehensive system of classroom leadership, including preventive classroom management, instructional approaches, corrective measures, and communication with other professionals and parents. Additionally, candidates will learn to identify physical, emotional, sexual, and substance abuse, and gain information on the impact of abuse on the behavior and learning abilities of students, and the responsibilities of a teacher to report abuse or provide assistance to students who are victims of abuse. The teacher as leader will be the primary metaphor that requires candidates to investigate the role of power and the benefits of proactive planning and explicit communications. This course is built around the major commissions in education such as INTASC, the National Council for Accreditation of Teacher Education, and the Washington State Office of the Superintendent of Public Instruction. Secondary Courses EDTE 201: Learning Theories (3 credits). This course is designed to introduce the undergraduate teacher candidate to theories of learning. The contributions of behaviorism, humanistic psychology, and cognitive psychology will be examined in order to give a basis for critically analyzing how and why human development and growth occur in the teaching/learning act. EDTE 418 Discipline Specific Literacy (3 credits) This course presents the theory and practice for developing inter-disciplinary literacy in secondary classrooms, including the structure and development of language and its effective expression in specific disciplines. EDTE 460S: Classroom Management (3 credits) This course is designed to introduce, discuss and reflect classroom management. The contributions of foundational theories and practical management models will be critically analyzed with the goal of developing a personal, comprehensive system of classroom leadership and proactive management. Candidates will develop a personal, comprehensive system of classroom leadership, including preventive classroom management, instructional approaches, corrective measures, and communication with other professionals and parents. Additionally, candidates will learn to identify physical, emotional, sexual, and substance abuse, and gain information on the impact of abuse on the behavior and learning abilities of students, and the responsibilities of a teacher to report abuse or provide assistance to students who are victims of abuse. The teacher as leader will be the primary metaphor that requires candidates to investigate the role of power and the benefits of proactive planning and explicit communications. This course is built around the major commissions in education such as INTASC, the National Council for Accreditation of Teacher Education, and the Washington State Office of the Superintendent of Public Instruction.