Text 1.A Who we are: Values and goals

Teacher Ed Conceptual Framework elements in shape of a butterfly.

Conceptual Framework

The UMN Morris teacher education programs value reflective practice as an essential practice that supports all aspects of our programs. Reflective practice is integrated into our work related to the four key dimensions of our conceptual framework.

Integrating Theory and Practice

At UMM, we value both theory and practice and view them not as competitive and dichotomous, but as interconnected and interdependent. Our understanding of praxis acknowledges that it is not the same as “practice.” Practice is sometimes conceived of as the opposite of theory. Theory is seen as impractical, and practice is often understood as non theoretical. It is commonly thought that “Theory is about knowledge, practice about action; theory is thinking, practice is doing” (Schwandt, 1997, p. 124). The idea of praxis unites many different types of knowledge—practical, experiential, theoretical, and moral, among others—and this combination of understandings is what guides action. In other words, theories and practices are inextricably bound. Freire claims that real learning will not occur unless students are actively involved through practice in controlling their own education. Theory and practice work together and are mutually informing (McLaren & Leonard, 1993).

Centering Learners, Assessing Ourselves

At UMN Morris, the faculty believe in modeling for our teacher candidates principles and practices that we believe they should enact in their P-12 classrooms with their own students. Actions that reflect this value are centering learners and assessing ourselves--indeed, self-assessment is a key form of the deep reflection mentioned above. We endeavor to model learner-centered pedagogies and thoughtful self-assessment in our practice. We situate our own practice as an object of study for our teacher candidates. In this way, we guide our teacher candidates toward mindsets which place learners first and which value change and growth.

Making Change, Working toward Equity and Justice

The University of Minnesota, Morris Teacher Education Program (UMMTEP) embraces making change and working toward educational equity to reduce Minnesota's opportunity gap and thus make gains toward social justice in Minnesota. We believe, as do Nieto and Bode (2017), that a worthwhile educational program must focus on raising the achievement of all students and on giving students the opportunity to become critical and participatory members of democratic society. Banks (2001) advocates for multicultural citizenship education to prepare students to be successful in ever expanding and interconnected communities and believes that students need to understand their cultural, national and global identities. Elements of a strong equity emphasis in teacher education “include preparing and expecting teachers to: recognize and build on the knowledge traditions of marginalized groups; understand and challenge inequities in the existing structures of schools and schooling; and work with others in larger efforts for social justice and social change” (Cochran-Smith et al., 2016, p. 4).

Indigenizing Teaching and Teacher Preparation

One way in which UMMTEP seeks to make change and work toward equity is through indigenizing our own pedagogy, curriculum, and programs. We believe that centering Native people, issues, knowledge, and worldviews will not only enhance the inclusiveness of teacher preparation but will benefit all teacher candidates (new teachers) and the students whom they serve and will support goals of diversifying the teaching force held by UMMTEP and the state of Minnesota.

Desiree Carver-Thomas (2018) highlights the following benefits that diversity in the teaching workforce brings not only to the students whom these teachers are serving but also the benefits towards teacher recruitment and retention.

Teachers of color boost the academic performance of students of color, including improved reading and math test scores, improved graduation rates, and increases in aspirations to attend college.
Students of color and White students report having positive perceptions of their teachers of color, including feeling cared for and academically challenged.
Greater diversity of teachers may mitigate feelings of isolation, frustration, and fatigue that can contribute to individual teachers of color leaving the profession when they feel they are alone.

Our Teacher Education program understands the need for and believes in the benefits of diversity in the teaching profession. We also see and understand the challenges that are impacting the interests and desires of students choosing their career path and why the field of education may not be their field of choice. We are committed to adapting and redesigning practices within our unit to better accommodate and meet the needs of those, for whom becoming a teacher could be an option if given the right opportunity. We are grateful for our work through the NASNTI Teacher Preparation Program that will help to guide our practices and design our programming to better indigenize our teaching preparation program.