Professional Studies

At Rhode Island College, the professional studies component of the teacher education program includes courses, field-based experiences, and student teaching experiences that are designed to develop knowledge and skill in pedagogy. Professional studies provide an understanding of educational psychology, cultural diversity, foundations of education, technology, methods of instruction, and contexts of schooling. The professional studies component helps students understand and prepare for the multiple roles teachers play in the classroom.

The goal of teacher education programs in the Feinstein School of Education and Human Development at Rhode Island College is to develop effective practitioners whose professional practice is relevant to the children and youth in today's schools. The School's attention to performance-based assessment and standards of teaching is reflected in its conceptual framework of the reflective practitioner. The process of reflective practice and the knowledge base of the FSEHD teacher preparation programs exemplify the characteristics which graduates of Rhode Island College are expected to exhibit when they enter the teaching profession. As described by the faculty of the Feinstein School of Education and Human Development, reflective practitioners are teachers who:

1. Possess a broad base of general knowledge and command of basic quantitative, communication, and technological skills. They are committed to lifelong learning.
2. Understand the discipline they teach, its structure, central concepts, and tools of inquiry. They use this knowledge to create meaningful learning experiences for all students.
3. Understand how all children learn and develop. They design learning experiences consistent with this knowledge.
4. Respect differences among learners and appreciate the worth of individuals. They plan instruction and assessment strategies which are sensitive to differences in economic status, gender, ethnicity, race, age, culture and special needs of their students. They work to foster respect for diversity among students and colleagues.
5. Use a variety of instructional strategies to encourage development of critical thinking, problem solving, and performance skills.
6. Understand individual and group motivation and provide a learning environment that encourages positive interaction, active engagement, and self-directed learning.
7. Use effective communication media and technology to foster inquiry and collaboration in the classroom.
8. Use formal and informal assessment strategies in the service of instruction to support continuous, developmental learning.
9. Adapt instructional strategies and professional decisions based on the community in which they teach and the effects of their own behavior on students in the classroom.
10. Participate in professional development activity to improve their teaching. They are stewards for educational improvement at the local, regional, state and national levels.
11. Participate in positive interactions with colleagues, families, agencies, and members of the community. They recognize their responsibility beyond the classroom and use their expertise in community service.
12. Accept the professional, social, ethical and moral responsibilities and reap the personal rewards of being a teacher in a democratic, pluralistic society.

The professional studies component of all teacher preparation programs in the Feinstein School of Education and Human Development is designed to foster the development of these characteristics. In selecting students for admission to the programs, faculty use criteria which are related to these characteristics.