To qualify for the Bachelor of Education program, you must have completed an undergraduate degree in a relevant field. Admission to this program is competitive, and a minimum CGPA will likely not be sufficient. You must have completed at least 30 credits in one teachable area and 18 credits in another. You must also have completed at least one term of English. Lastly, you must have completed at least one term of a science or math course.
It prepares students to assume leadership roles in education
This course is a critical component of teacher education. It prepares students for leadership roles in educational settings and emphasizes equity, inclusion, and macro-level systems. Students analyze theories of leadership and learn about their own personal styles. They gain skills for dismantling oppressive cultures and promoting inclusive environments. In the classroom, students apply leadership concepts in the context of current educational and professional issues. They are encouraged to engage in dialogue about their ideas and practices.
The educational policy and leadership program at Marquette University prepares students to assume leadership roles in higher education institutions. Its goal is to develop critical thinkers and agents of social justice who are capable of forming effective educational policies. Students learn about collaborative efforts, collaboration, and how to influence others to achieve a common goal. They become able to develop the skills to create effective communication plans, engage in research projects, and formulate a strategic vision.
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It prepares them to teach in a variety of educational institutions
Teacher preparation focuses on developing the abilities of teachers to work effectively with diverse student populations. Students choose a specialty area, such as special education or English as a second language. Despite the importance of becoming an expert in a particular field, the focus of teacher education increasingly extends beyond specialization to preparing all teachers to work effectively with diverse student populations. This goal has many implications for the quality of teacher preparation.
Teacher preparation programs differ largely in their approach to subject matter preparation. Some prepare prospective teachers in a single subject area, such as biology or chemistry, while others require them to take a wide range of classes, roughly mapping onto school subjects. Subject-matter courses vary considerably in level and rigor. In some programs, faculty from disciplinary departments and teacher education collaborate to align prospective teachers with the curriculum.
