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    Dec 07, 2021  
2021-2022 Undergraduate Catalog 
    
2021-2022 Undergraduate Catalog
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EDUC 126 - Field Experience for Educational Psychology


Number of Credits: 1
Field Experience for Educational Psychology is required for students preparing to become teachers. Students will engage in guided field observations of the teaching and learning process at the level at which they want to be certified for a total of fifteen clock hours. Students will attend seminars at the college. The Field Experience is an opportunity to apply concepts learned in the EDUC-125 course to processes of teaching and learning at a local school. Students may provide assistance to classroom teachers as requested. Students (including Transfer students) must be in good academic standing (2.0 GPA). External classroom observation will occur on the students’ own time. Successfully Complete the Three Phases of Field Placement: Education field experiences or placements are a three-phase process. Students must successfully complete each phase in order to continue to the next phase and receive one credit for the course. (Fall & Spring Only) One Credit. One billable hour.

Pre-/Co-requisite(s): EDUC 125  and a minimum grade of C or better in EDUC 121 . Students must be in good academic standing (2.0 GPA or higher).

Course Objectives: Upon successful completion of this course, students will be able to:
  1. Develop and demonstrate the knowledge, skills, and dispositions necessary to help all students learn. (GE 1, 2, 7; PG 1, 2, 3)
  2. Analyze observations of learners, teachers, instruction, and programs in the area in which he/she wishes to be certified. (GE 1, 2, 7; PG 1, 2, 3)
  3. Recognize the construction of curriculum and instruction as responsive to developmental, cultural, and social needs of children. (GE 2; PG 1, 2, 3)
  4. Identify the role of the teacher and developmental/educational needs of students in his/her educational setting: elementary, middle or high school. (GE 2, 7; PG 1, 2, 3)
  5. Adhere to a professional code of ethics. Students will recognize the behaviors of professionals (dress, oral language, body language, self-management skills, and student-teacher confidentiality) that enhance learning. (GE 1, 2, 7; PG 1, 2, 3)
  6. Report the application of different developmental and educational learning theories to classroom practice through guided observation and interaction with students and the Cooperating Teacher. (GE 1, 2, 7; PG 1, 2, 3)
  7. Integrate developmental and educational learning theories with observations from the field experience into reflective course assignments as well as teaching and classroom management practices. (GE 1, 2, 7; PG 1, 2, 3)

 



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