CLASSROOM AND PRE-SCHOOL TEACHING PROGRTeacher Preparation ProgramsAMS

Credits needed for the degree

A student majoring in Education Classroom Teaching OR Pre-School Teaching needs to earn a total of 125 credits distributed as follows.

The Classroom Teaching Major and the Pre-School Teaching Major consist of a total of 54 credits each as outlined in the following schedule.

MAJOR IN EDUCATION CLASSROOM TEACHING
and
PRE-SCHOOL TEACHING

Criteria for acceptance to major

Students are accepted to major in education after their third semester provided that they have earned at least 40 credits and that all of the following conditions are met:

• Minimum overall cumulative GPA of 1.90
• Minimum major cumulative GPA of 2.00
• Completion of ENGL 120 and ENGL 121
• Completion of EDUC 151, EDUC 162, EDUC 251 and ARAB 251

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MAJOR IN PRE-SCHOOL TEACHING

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MAJOR IN CLASSROOM TEACHING

SUBJECT AREA TEACHING PROGRAMS

These programs are designed to train English and Arabic teachers for grades 5 to 10.

A student majoring in Subject Area Teaching-Arabic OR Subject Area Teaching-English needs to earn a total of 125 credits distributed as follows.

Criteria for acceptance to major

Students are accepted to major in education after their third semester provided that they have earned at least 40 credits and that all of the following conditions are met:

• Minimum overall cumulative GPA of 1.90.
• Minimum major cumulative GPA of 2.00.
• Completion of ENGL 120 and ENGL 121.
• Completion of EDUC 131, EDUC 202, ARAB 120, ARAB 121, ARAB 251 and ENAR 251 for Subject Area Teaching – Arabic.
  
  Or, Completion of EDUC 131, EDUC 202, ENGL 203, ENGL 210 for Subject Area Teaching - English.

The Subject Area Teaching Major consists of a total of 40 credits as in the following schedule.

MAJOR IN SUBJECT AREA TEACHING

ARABIC AND ENGLISH

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MAJOR IN SUBJECT AREA TEACHING – ARABIC

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MAJOR IN SUBJECT AREA TEACHING – ENGLISH

TEACHING DIPLOMA PROGRAMS

Teachers who have previously earned a Bachelor of Arts or Bachelor of Science Degree from Bethlehem University, or any other institution of higher education, may enroll in the Teaching Diploma-Arts (TDNA) or Teaching Diploma-Science (TDNS) program leading to a Teaching Diploma in Secondary Education. All 31 credits required must be earned at Bethlehem University; no transfer credits are accepted.

Graduates from B.U. in Arts or Science with a minor in Education need to take the qualified Teaching Diploma for Arts (TDEA) or Teaching Diploma for Science (TDES). The student is required to complete 30 credits.

Required Courses for TDNA/TDNS:

For Arts/Science: EDUC 131, 205, (206 or 379), 213, 305, 310, 326, 327, 401, 403, 406 (or 471 for teachers only).

Required Courses for TDEA/TDES:

For Arts/Science: EDUC 310, 312, 326, 327, 378, 399, 401, 403, 406 (or 471 for teachers only) 408, 470.

To receive the Diploma, the student must earn a minimum GPA of 2.00 in all courses taken.

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TEACHING DIPLOMA PROGRAM FOR ARTS OR SCIENCES

For Graduates WITHOUT Minor in Education

TEACHING DIPLOMA PROGRAM FOR ARTS OR SCIENCES

For Graduates WITH a Minor in Education from B.U.

Description of Courses

EDUC 131 Psychological Foundations of Teaching and Learning (Cr. 4)

This course takes the form of a general introductory survey, presenting the fundamental concepts in psychology with greater emphasis on mental functions and personality. It also deals with essentials in developmental theories.

EDUC 151 Psychology of Learning (Cr. 3)

This is a fundamental course in the Early Childhood Education programs at Bethlehem University. It discusses the theoretical background of the learning process in terms of its psychological components. Focus is placed upon the different theories of learning and their application to the students’ own learning process.

EDUC 152 Drama for Teachers of Young Children (Cr. 3)

This is a fundamental course in the early childhood education programs at Bethlehem University. It attempts to develop the students' perceptions of themselves as teachers of young children. The course consists of a series of drama exercises for the teachers of young children so as to enhance creative self-expression and to develop an understanding of the children’s environment.

EDUC 153 Palestinian Family (Cr. 3)

This course discusses the family as a social institution and a connection between a person and social ambiance to which he is related. Emphasis is laid on the importance of socialization, politicization and enculturation within the context of the Palestinian family and society.

EDUC 161 Development and Growth of Young Children (Cr. 3)

This course discus the growth and development characteristics of the early childhood stage in the context of the overall human development. It is based on the different theories of child development.

EDUC 162 Introduction to Early Childhood Education (Cr. 3)

It is one of the central courses in the early childhood programs. It contributes to the development of the student’s vision of the educational philosophy which is adopted by the early childhood programs at Bethlehem University. This course presents the basic and common principles of the Early Childhood Education Care and Development and the convention of the Rights of the Child and the possibility of its implementation in the local society.

EDUC 163 Creativity and Play (Cr. 3)

This course illustrates the importance of play in enhancing the child’s self- concept and in promoting his/her latent ability to learn. It discusses the role of play in developing: the sensory motor skills, expressive language, cognitive and intellectual skills, social skills, imagination and creativity.

EDUC 200 Foundations of Education (Cr. 3)

This course aims to introduce students to the concept, principles and historical development of education. It also covers the development of education through the ages and a group of educational philosophies, and a study of significant modern and old educational philosophies.

EDUC 202 Educational Psychology (Cr. 3)

The course includes the application of the behaviorist, gestalt, and humanist theories of the cognitive and affective factors in the teaching-learning process and their applications to classroom management, active learning, motivation, creativity, and discipline.

EDUC 205 Measurement and Evaluation in Education (Cr. 3)

The course is a study of the theory of testing and measurement in the school. Emphasis is given to construction, administration, evaluation, and interpretation of teacher-made tests. Study is made of the techniques for measuring intelligence and achievement.

EDUC 206 Nature and Philosophy of Science (Cr. 3)

This course is an introduction to modern studies in the general theory of science. It is an account of scientific concepts, and methods used in philosophical writing in recent essays. Topics included are: definition of science, scientific revolutions, science in progress, ideas in the philosophy of science, atomic model and quantum model, Einstein's universe, scientific conflicts in the 20th century, modern aspects of quantum theory, the history of science, and some issues in biology.

EDUC 213A Instructional Materials (Cr. 3)

This course deals with practical experiences in locating, adapting, and constructing inexpensive materials to use in the classroom to increase the skills and the comprehension and retention of cognitive information. Attention is given to the efficient and effective use of audiovisual materials.

EDUC 213S Instructional Materials (Cr. 3)

The course is a study of various procedures used in designing, producing and evaluating materials used in the Math/Science instruction. It includes the production of locally made instructional materials used in the Math/Science teaching.

EDUC 250 Learning Theories (Cr. 3)

This course introduces the students to the cognitive, psychomotor, and affective aspects of human learning. Focus is placed upon the different theories of learning and their application to both the student's own learning processes, and also to enable patients and relatives to learn in a therapeutic situation.

EDUC 251 Thought and Language Acquisition (Cr. 3)

This course discusses the nature of the relation between language and thought in early childhood. It gives the students practical experiences contributing to their discovery of the developing factors of language as a thinking tool which effects and is affected by thought. It also develops the students’ understanding for the basic role of the child’s language environment and its effect on his perceptions and thinking abilities and skills besides his academic readiness. In addition it discusses the role of the teacher of the early childhood in developing the child’s language and thought.

EDUC 252 Music in Early Childhood Education (Cr. 3)

This course provides the students with various musical experiences in developing their musical appreciation, understanding of the basic principles of movement, auditory skills and listening, folklore movement and creating stories with music and movement.

EDUC 260 Research in Early Childhood Education (Cr. 3)

This course is designed to develop the student’s ability to use organized scientific methods of research in the field of Early Childhood Education as well as solving problems they face inside and outside the school. Different methods of collecting valid, reliable and objective data are explored. Data analysis and interpretation are discussed in view of communicating relevant information to parents and administration as well as using it for the maximal benefit of the child.

EDUC 263 Storytelling (Cr. 3)

Storytelling is a fundamental, experiential course in the development of the speaking voice of the teacher of young children. The student will study the physiology of the voice and breathing mechanism while simultaneously experimenting with his/her own vocal development. The process will include experiences in oral interpretation (individual, group and platform), storytelling (literary, cultural and imaginary), and creative dramatics.

EDUC 267 Practicum in the Pre-School I (Cr. 1)

This course is concentrating on developing the observation skills of the students through their presence in the classroom. It gives them an opportunity to live and notice the educational environment of the pre-school and the first grade. The observation includes the out-door and in-door physical space, educational materials, number of children in comparison to adults, schedule, curriculum and teaching learning practices.

EDUC 269 Practicum in Grades 1-4 I (Cr. 1)

This course concentrates on developing the skills of the students through their presence in the classroom. It gives them an opportunity to live and notice the educational environment of the preparatory class (Tamhidi), first and second grades. The observation includes the out-door and in-door physical space, educational materials, number of children in comparison to adults, schedule, curriculum and teaching learning practices.

EDUC 301 Counseling (Cr. 2)

This course aims to introduce the student to general counseling principles and to give an overview of the different counseling techniques. Emphasis is placed upon the development of appropriate counseling skills for therapists.

EDUC 302 General Methods Grades 5-10 (Cr. 3)

This course includes the study of the school curriculum grades 5-10 in the students major field of study. The student develops educational goals and objectives, establishes long-range plans and daily plans, prepares and practices various presentation skills, and develops materials and aids to enhance the learning process.

EDUC 305 Guidance and Counseling (Cr. 3)

This is a practical course for students with a strong interest in psychology and education. It is designed to acquaint students with the fundamentals of modern guidance programs and general counseling principles and techniques. Students develop psychological foundations for the counseling setting on the West Bank.

EDUC 310 Theories of Learning and Applications (Cr. 3)

This course introduces the students to the cognitive, psychomotor, and affective aspects of human learning. Focus will be placed upon the different theories of learning and their application to the student's own learning processes, and also enabling students and teachers to learn and teach in the educational situation.

EDUC 312 School Administration and Classroom Management (Cr. 3)

This course includes selected administrative theories and practices as related to the school and classroom settings. It also includes the important role of administrative skills and processes in enriching the learning and teaching experience of students. The course also deals with teacher related issues such as motivation, self-esteem, morale, etc.

EDUC 313 Computer and Statistics (Cr. 3)

This course includes an introduction to descriptive and inferential statistics, the different statistical techniques and how to use them in the students/teachers' related fields and work. The course also includes an introduction to the computer and how to use it in statistical work.

EDUC 325 Teaching Language Arts (Cr. 3)

This course studies the nature of language and the psycho- and socio- linguistic aspects of language acquisition. Emphasis is placed on teaching the language arts skills (reading, writing, spelling, listening, speaking) and children's literature. Alternative methods of teaching language arts are presented and discussed in the light of the existing primary grade curricula. Prerequisite: ARAB 310.

EDUC 326 Research Methods in Education I (Cr. 3)

This course acquaints the student with the significance of educational research with respect to his/her role as an educator. It also enables students to acquire the skills of planning and conducting educational research, to design and use tools of research, and to analyze and interpret the results.

EDUC 327 Research Methods in Education II (Cr. 1)

This course is a continuation of EDUC 326. It emphasizes data analysis, interpretation of results and conclusions.

EDUC 351 Principles of Guiding Young Children (Cr. 3)

This course discusses the educational approaches and teachers’ behaviors in Palestinian schools and the outcome of these approaches on children’s personality development. The emphasis, in this course, is on the alternative guidance and educational skills, which preserve the natural development of children. This course helps educators to understand and to fulfill the needs of children by providing healthy educational settings in schools and to realize the effect of their behavior on the children’s mental health.

EDUC 352 Arts and Crafts in Early Childhood Education (Cr. 3)

This course discusses the importance of arts and crafts in the development of the young child. The arts and crafts curriculum in the pre-school and the first four grades, extra-curriculum activities, as well as activities appropriate for youth and children’s clubs, are included.

EDUC 353 Teaching Children Physical Education (Cr. 2)

This course provides students with concepts related to the physical education philosophy and its significance to this period. It also outlines the curriculum used at his stage, methods of designing the annual plan, lesson plans, and evaluation. The course also helps students understand the characteristics of children's movement and the activities appropriate for this stage.

EDUC 354 Teaching Children Environment & Social Studies (Cr. 2)

This course focuses on social and environment subjects in grades 1 to 4 as integrated and interrelated subjects based on an active learning experience. Analysis of the social studies school texts, and in view of content and relevance to the lives of the pupils. Planning conducting/supervising and evaluating learning/teaching sessions and meetings are also focused upon.