Secondary Education

Vision and Mission Statement

The Mission of the Graduate Program

The graduate program mission of the Department of Secondary Education is to provide opportunities for students to develop their capabilities so that they might become members of a community of teachers/scholars who conduct research and disseminate knowledge with pedagogical intent. The department is committed to facilitating research that will contribute to knowledge and improve the education of students at all levels.

The Mission of the Undergraduate Program

The undergraduate program mission is to develop professional educators through the careful integration of theory and practice. This mission is grounded in understandings that teachers’ personal identities are an integral part of their professional identities; that teaching is a complex activity that cannot be separated from the diverse social, economic, political and cultural contexts in which it takes place; and that teaching is a reflective process and an integral part of lifelong and continuous professional development.

Department of Secondary Education Vision for Undergraduate Program

We acknowledge that our work occurs within an evolving and complex world which precludes definitive answers to the challenges of teaching and learning. Our vision for the Department of Secondary Education undergraduate program is stated below in the form of a series of questions. Our vision involves continuously reflecting on these questions and responding with integrity, compassion and a sense of social justice.

In what ways can our undergraduate program serve to shape a better world? What is “a better world”? What values should inform the shaping process? What challenges do we face?

In what ways can we critically engage with various ways of knowing and conceptualize their interrelatedness? In what ways do our relationships shape our ways of knowing?

In what ways can we embrace a sustainable and hopeful future without forgetting our past and our present or changing for change’s sake?

In what ways can we live with and in the complexities and explore the tensions of:

  • theory and practice,
  • possible and impossible,
  • thoughts and actions,
  • teaching and learning,
  • subject area specializations and transdisciplinarity,
  • institutional requirements and contextual, lived realities?

In what ways can we share and integrate research on the nature of teaching and learning?

In what ways can we best support our students and ourselves on our journey together as teacher-students and student-teachers?

In what ways can we support one another in striving in the spirit of this vision?