• Why Study Education at TWU?

    Faculty Spotlight

    Matthew Etherington, Ph.D.

    Dr. Matthew Etherington’s research in Aboriginal Pedagogy has lead him to the development of a unique course at TWU on Indigenous Issues in Education, tackling a major topic in BC education.
    Read more  

    Potential Careers

    The School of Education fully prepares students to lead and educate others in public, private, or independent schools around the world. Education graduates leave TWU ready to teach kindergarten, elementary, or high school students.

    Students who wish to continue their education at a higher level can follow the education stream of the Master of Arts in Leadership (M.A.) This graduate level strengthens the servant leadership abilities of educators in schools. In addition, a Master of Arts in Teaching English to Speakers of Other Languages (TESOL) is provides training that will prepare English language teachers for excellence.

    If graduates are interested in teaching English, a Teaching English as a Second Language certificate (TESL) is available at TWU. With a one-year completion, TESL at TWU offers a globally recognized program that will prepare students to teach English internationally or in Canada.

    The School of Education offers a B.Ed. degree that can be completed concurrently with a Bachelor of Arts (BA) or a Bachelor of Science (B.Sc) in five years or as a two-year post degree program. The B.Ed. is one of the leading and largest programs at TWU.

    With a Christian based liberal arts education, students will gain knowledge of how to become future teachers and educational leaders. Education majors impact today’s society and by helping others gain values, knowledge and skills, they are significantly making a difference.

    TWU’s School of Education offers two routes. The most common program is the five-year concurrent education program and another option is the two-year post-degree education program. Whichever path education students take, TWU’s education programs will lead students towards applying for a British Columbia Professional Teaching Certificate issued by the BC Teacher Regulation Branch, validating students to teach at all grade levels.

    • Students have many practicum opportunities to teach in local schools.
    • The School offers several teachable subject specialization options.

    For more information please visit the School of Education website.

  • Courses

    • EDUC 200 Principles of Teaching and Learning

      The principles of teaching and learning in a classroom setting, including consideration of research results. The nature and purpose of schooling; models of teaching and learning; an introduction to pedagogy and learning styles; classroom planning; classroom management; student evaluation; ethical and legal issues in teaching, and current educational issues. Structured classroom observation is an integral part of this course.

    • EDUC 203 Foundations of Education

      A critical consideration of selected educational thinkers and the establishment and development of public schooling in British Columbia. An evaluation of prominent theoretical approaches to education and how they are rooted in certain worldview perspectives. An analysis of concepts such as teaching, training, indoctrination, tolerance, pluralism, multiculturalism, and relevance. An examination of important issues in education such as the nature and aims of schooling, views of knowledge and the curriculum, and moral and values education. The development of a personal theory of education.

    • EDUC 211 Psychological Foundations of Teaching and Learning

      An evaluation of psychological theories and research relating to learning and teaching, with a focus on developmental stages, learning theories, motivation, classroom management, evaluation, individual differences, and needs of exceptional children.

    • EDUC 268 Introduction to Teaching English as a Second Language

      The aims and purposes of ESL education. Biblical view of the person, knowledge, teaching, learning and evaluation and their application to the ESL classroom. The major schools of psychology as they relate to ESL education and as they compare with a biblical view of the person.

    • EDUC 302, 303 Initial Classroom Experience

      These initial classroom experience practica provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that prepare them for more advanced practica. The minimum time commitment for each course is ten 2.5-hour sessions in a classroom, and attendance at four related seminars.

    • EDUC 310 The Exceptional Child in the Regular Classroom

      The identification, etiology, diagnosis, and prognosis of various exceptionalities such as learning and physical disabilities, visual and auditory impairments, behaviour disorders, mental handicaps, and giftedness.

    • EDUC 321 Curriculum Planning for the Classroom

      The theory and process of curriculum development, with diverse applications of classroom curriculum planning: definitions and aims of the curriculum; justifying the curriculum; current approaches to curriculum development; knowledge and curriculum content; curriculum integration; planning, constructing and implementing classroom units; evaluating and using curriculum resources; curriculum planning, implementation and evaluation beyond the classroom level.

    • EDUC 350 Elementary School Human Kinetics

      Teaching methodology and curriculum materials in elementary physical education. Introduction to the areas of games, gymnastics, and rhythmic movement with school children.

    • EDUC 365 Social Issues in Education

      An analysis of the role of the school in culture; societal trends affecting the institutions and practices of education; interpretive paradigms and related research studies; group dynamics in education; religious, social, and economic factors and issues in Canadian education.

    • EDUC 400 Classroom Leadership and Management

      A study of theories and practices of classroom leadership and management as related to views of the learner and of teaching: physical setting, daily routines, planning, grouping for instruction, cooperative learning, preventive and corrective discipline, relating to students and parents.

    • EDUC 401 Assessment and Evaluation for Learning

      A consideration of models of student assessment that contribute to effective and meaningful student learning. Assessment of learning, for learning, and as learning. Topics include underlying perspectives on student assessment, linking assessment, technology and assessment, curriculum and learning, grading practices and guidelines, sampling student performance, keeping records, communicating the results of assessment, interpreting and using the results of large-scale testing.

    • EDUC 402, 403 Initial Classroom Experience

      These classroom experience practica provide students with meaningful educational experiences in schools and classrooms. Students relate their studies in the university classroom to school settings. They become more confident in being in the classroom and interacting with students and teachers, and carry out activities that prepare them for more advanced practica. The minimum time commitment for each course is ten 2.5-hour sessions in a classroom, and attendance at four related seminars.

    • EDUC 412 Strategies for the Exceptional Child

      Strategies for integrating exceptional students, particularly within the regular school system. Diagnosis and assessment of students with special needs. Identification of the variety of support services and personnel available to exceptional students. Enrolment in this class must be concurrent with a practicum course.

    • EDUC 430 Foundations and Principles of Music Education

      An introduction to the historical, philosophical, sociological, and psychological foundations of music education. Topics covered include program development, teaching methods, administration, supervision, and evaluation.

    • EDUC 451, 452 Classroom Teaching: Theory and Practice

      This integrated semester (7 sem. hrs. theory; 8 sem. hrs. practica) helps prospective teachers reflect on factors that make classrooms and schools effective communities for learning. They recognize, develop, and practice the relevant strategies and skills required for effective teaching and learning, and reflect on their teaching and its effects on student growth and learning. Eight weeks of the semester consist of classroom practica. The on-campus ztime during this 14-week fall semester focuses on a process of deliberation and reflective action that interrelates theory and practice.

    • EDUC 453 Extended Practicum

      A 14-week practicum semester that includes three to four weeks of partial immersion, eight weeks of full immersion, and two weeks of related seminars. Pre-service teachers learn to relate principles and theories from conceptual frameworks to actual practice in classrooms and schools. School placement is normally appropriate to the grade levels and subject specialties which the student expects to teach after the program’s completion.

    • EDUC 455 Curriculum and Pedagogy: K–8 Language Arts

      An overview of the development of language and literacy in children and the teaching of language arts in the elementary school: research in language arts education; the nature of the reading and writing process; components and organization of effective reading and writing programs. Diagnosing individual strengths and weaknesses in language development. Planning and implementing appropriate programs. Teaching strategies and learning activities in elementary language arts.

    • EDUC 456 Curriculum and Pedagogy: K–8 Mathematics

      The components of an effective elementary school mathematics program: goals of mathematics teaching and learning, recent curriculum trends, function and use of instructional materials, teaching strategies and learning activities, problem solving strategies and skills, and evaluation procedures.

    • EDUC 457 Curriculum and Pedagogy: K–8 Social Studies

      A survey and evaluation of recent trends, teaching strategies, learning approaches, and resources in elementary social studies. Planning a social studies program in terms of the central concepts and themes of social studies as well as recent curriculum initiatives.

    • EDUC 458 Curriculum and Pedagogy: K–8 Science

      A survey of research in science education; goals of science education; current curricula and resources; planning an elementary-level science program; children’s science learning; teaching strategies for diverse learners; teaching for inquiry and critical thinking; planning and implementing hands-on activities.

    • EDUC 459 Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Primary Level

      An extension of EDUC 455 as applied to the primary grades, especially with respect to developing reading and writing proficiency. Theories and models of reading and writing processes. Diagnosing individual strengths and weaknesses in reading and writing development. Planning, organizing, implementing, and assessing a balanced literacy program. Evaluating and choosing resources. Developing learning activities.

    • EDUC 460 Curriculum and Pedagogy: Strategies for Teaching Reading and Writing at the Intermediate Level

      An extension of EDUC 455 as applied to the intermediate and middle grades, especially with respect to developing reading and writing proficiency and the study of literature. Models and practices of reading and writing instruction. The role of text structure and grammar. Selecting and teaching a range of genres, especially works written for older children. Planning, organizing, implementing, and assessing a balanced language arts program.

    • EDUC 465 Teaching and Learning in the Middle and Senior Years

      The nature of learning and appropriate teaching strategies for students in the middle and senior years. Current trends and recent research as a basis for learning and teaching strategies, for organizing and planning curriculum, and for structuring classrooms and schools. Specific topics include characteristics of 10 to 18-year-olds and the implications for learning; curriculum integration; building student-teacher, teacher-parent, and student-student partnerships; evaluation and assessment in the middle and senior years; personal and career planning; and the role of “exploratories.”

    • EDUC 468 Curriculum and Pedagogy: Teaching French as a Second Language

      This course facilitates teachers and pre-service teachers to teach French as an additional language. It is designed to integrate theory and application in order to enhance successful additional language learning. Special attention is given to teaching French in grades K–7, but higher class levels are also addressed.

    • EDUC 471 Curriculum & Pedagogy: An Introduction to Teaching the Humanities Grades 8–12

      Curriculum organization and principles of teaching and learning in social studies and English. All Professional Year secondary students are required to take EDUC 471.

    • EDUC 472 Curriculum & Pedagogy: An Introduction to Teaching the Natural and Mathematical Sciences Grades 8–12

      Curriculum organization and principles of teaching the natural and mathematical sciences; developing a basic understanding of the aims, content and pedagogy in secondary math and science; evaluation of selected science and math resources; developing curriculum, instruction and assessment for a unit plan; promotion of science literacy and numeracy (math literacy); teaching strategies for diverse learners; teaching for inquiry, critical thinking and responsible citizenship. All Professional Year secondary students are required to take EDUC 472.

    • EDUC 475 Advanced Teaching and Learning Praxis In Major Teachable Subject Grades 8–12

      A mentorship by master teachers in the field in a students’ main area of secondary subject specialization. Students use a guide and assignment rubrics to research effective teaching and learning strategies in their main subject area. They discuss their findings with the subject mentor and, possibly, other teachers in the school. Students also attend seminars with the course coordinator, and present an overview and evaluation of their findings in a culminating session.

    • EDUC 490 Special Topics and Issues in Education

      An examination of special topics or issues in education that are not considered in depth in other education courses.

    • EDUC 495 Critical Issues in Education and Culture

      A consideration and analysis of selected critical concerns in education that link and interact with broad issues in culture and society. The course emphasizes how worldview thinking across various disciplines affects societal approaches to questions such as religion and ethics in the schools, the influence of technology and media on education, and plurality and choice in schooling.

    • EDUC 496 Issues in Indigenous Education

      A study of indigenous culture and meaning(s), the history of indigenous education in Canada, current social, economic, political, and ethical issues affecting indigenous education, and the current structure and status of indigenous education in British Columbia. A focus on understanding and using indigenous learning, epistemologies and pedagogical approaches, literature and learning resources. Consideration of teaching and learning in diverse classrooms that includes indigenous students, as well as, teaching and learning in indigenous school.

  • Highlights

    Concurrent Five-Year B.A./B.Ed. or B.Sc/B.Ed. Program (Grades K-8 and Secondary)

    The concurrent five year education program allows students to choose a teaching focus between kindergarten to grade eight and secondary school.

    Both focuses introduces students to both liberal arts and professional and foundational education courses with time devoted to classroom teaching experiences. Once the four-year requirements for student’s degree are completed, student work towards their teaching certificate in their fifth year by proving their skills in a class setting.

    Two-Year Post-Degree B.Ed. Program (Grades K-12)

    TWU’s post-degree education program is suited for students who have already completed a BA or B.Sc degree and would like to teach at the elementary, middle school, or high school levels.

    The first year of the program, courses include foundation education, social issues, teaching exceptional students, curriculum planning, classroom management and leadership, assessment and evaluation, and Christian worldview thinking applied to educational issues.

    The second year of the program extends student’s knowledge and skills as they engage in seminars and practical classroom teaching experiences under the guidance of professors.

    Teachable subject specializations: The School of Education offers several teachable subject specializations for students to choose from. It is strongly recommended that students take two specializations to excel in so they will have an advantage in their future teaching careers. Options include: art, biology, business, Canadian studies, chemistry, computing science, environmental studies, English, French, geography, history, human kinetics, international studies, applied linguistics, mathematics, music, physics, social studies, and theatre.

    Future Teachers Society is a club for students who dream of becoming teachers one day. Students meet new people and experience faculty visits, dessert nights, and guest speakers while learning about education opportunities.