Conceptual Framework

Several intertwined principles form the basis of our conceptual framework: learning, inquiry, collaboration and school improvement, connections, and reflective practice.

At Laurier, the conceptual framework permeates our courses and practical experiences, our relationships with partner schools, and our interactions with our students/colleagues in the Bachelor of Education. The conceptual framework is our guiding light and is a living piece of our culture. Teacher Candidates are introduced to the Conceptual Framework in the initial orientation sessions and in coursework. The following text briefly explains how these principles are lived out in our programming.

Learning

At Laurier's Faculty of Education, we conceptualize learning in terms of ongoing, continuous and reflective practice. The Faculty of Education focuses on helping Teacher Candidates learn instructional and assessment strategies that reflect current research knowledge on the learning process. In particular, the Professional Development School model emphasizes teaching that is based on research literature, systematically collected evidence and reflection, and an understanding of the strengths, attributes and lived experiences of our students. 

Inquiry

Inquiry is a distinguishable feature of the Laurier teacher education model because of its role in the systemic investigation and reflection for continuous improvement of teaching practice. Through inquiry, Teacher Candidates work to develop in-depth knowledge of the teaching profession as they move to more complex understandings and applications over the two-year program through careful examination of current literature, best practices, and systematic inquiry projects. Specifically, Teacher Candidates are required to participate in inquiry and collaborative learning between their course work and their practicum experiences. 

Collaboration

The Bachelor of Education at Laurier is designed to build theory to practice connections between university-based coursework and practicum experiences through active, reciprocal collaboration and continuous professional learning. Teacher Candidates become integrated into a school community and help them actively contribute to its functioning. As Teacher Candidates introduce themselves into the culture and fabric of the Laurier Partner School, their activities, questions, and ideas may stimulate professional curiosity, reflection, and discussion among Associate Teachers and other school staff and foster reciprocal learning. 

Connections

The Laurier Bachelor of Education program purposefully finds ways for  Teacher Candidates to create meaningful connections as they develop their understanding of what it means to be an effective and compassionate teacher. Teacher Candidates need to make connections across content areas and contexts, and between what they are learning in university courses and what they are experiencing in their schools. The Professional Learning Seminar courses help develop these connections. 

Faculty members across all courses help Teacher Candidates connect their diverse learning experiences to better understand the characteristics of effective teachers and classrooms that facilitate student learning and development.  

Reflective Practice

Learning, Collaboration, Connections, and Inquiry converge in reflective practice. Throughout their coursework and practicum placements, Teacher Candidates are encouraged to reflect on their learning and emerging professional practice. Associate Teachers and faculty members alike ask Teacher Candidates to think about their teaching, theory-to-practice connections and student learning and development.