Conceptual Framework

Conceptual Framework: "Preparing Facilitators of Learning"

Conceptual Framework:

"Preparing Facilitators of Learning"

The Conceptual framework of the education unit at Davidson College is based on the firm belief that effective teachers pursue their profession primarily as facilitators of learning and secondarily as conveyers of information. While facilitative teachers do not neglect the traditional teacher-centered methods of delivering instruction, they focus on active learning and other learner-centered methods, thus combining the best practices of the "Teacher as Sage" and the "Teacher as Guide." Students who complete the Licensure Concentration possess the content knowledge, pedagogical skills, and professional dispositions to become effective classroom teachers.

All graduates of Davidson complete a comprehensive liberal arts core curriculum and a rigorous academic major in their subject area. In addition to general discipline-specific knowledge, education students, as facilitative teachers, recognize the impact of diverse cultural, economic, political, and social environments upon their discipline; they know the specific uses of technology in their discipline; and they understand the ways in which their teaching area connects to the broad curriculum. In order to facilitate learning of the subject matter, education graduates know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.

This developmental theory is of special importance for facilitative teachers who must plan instruction that is appropriate for a diverse student population, including students with special needs. Such diversity also calls on the teacher to use a variety of methods to teach students, to employ a variety of methods to assess what students have learned, and to practice effective classroom management techniques. Running throughout these necessary pedagogical skills is the need for the teacher to have strong and current technology skills.

Eagerness to maintain proficient technological and other pedagogical skills is one of the crucial professional dispositions that must be embraced by facilitative teachers. They must also meet high ethical standards and be reflective about their practice. To maintain an active learning environment in their classrooms, facilitative teachers must work collaboratively with colleagues, families, and the community. Further, successful facilitators need to know and respect the influence of race, ethnicity, gender, religion and other aspects of culture on a child’s development and personality. Above all, the facilitative teacher must be professionally disposed to the belief that all students can learn.

Characteristics of a Facilitator of Learning

NOTE: Teacher Education Candidates will provide evidence for each of the following in their electronic portfolios. See the following link for indicators: Teacher Education Competencies

I. Content Knowledge

Teachers have broad knowledge of the liberal arts.
Teachers know the content appropriate to their teaching specialty.
Teachers understand the ways in which their teaching area connects to the broad curriculum.
Teachers know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of the students they teach.
Teachers recognize the impact of cultural, economic, political, and social environments upon their discipline.
Teachers know the specific uses of technology in their discipline.

II. Pedagogical Skills

Teachers practice effective classroom management.
Teachers use a variety of methods to teach students.
Teachers use a variety of methods to assess what students have learned.
Teachers align their instruction with the required curriculum.
Teachers plan instruction that is appropriate for a diverse student population, including students with special needs.
Teachers have strong and current technology skills.

III. Professional Dispositions

Teachers believe that all students can learn.
Teachers know and respect the influence of race, ethnicity, gender, religion, and other aspects of culture on a child’s development and personality.
Teachers meet high ethical standards of practice and engage in professional development activities, including development in the area of technology.
Teachers are reflective about their practice.
Teachers work collaboratively with colleagues, families, and the community to support the learning environment.

"Abandon the notion of subject-matter as something fixed and ready-made in itself, outside the child's experience; cease thinking of the child's experience as also something hard and fast; see it as something fluent, embryonic, vital ...."

John Dewey (1859-1952),
The Child and the Curriculum

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