Preparing teachers for a global society

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

• 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.