Conceptual
Framework Model
According
to the shared vision in the Conceptual Framework Model, the purpose of the
College of Education is to provide coherence for initial and advanced programs
of teachers and other professional.
Their focus is on the theme “Educator as Decision Maker,” who must be a
reflective practitioner, a change agent, and a lifelong learner. This means that educators must continually
reflect on their practices and seek opportunities to grow professionally. They must also take initiative to make
changes by sharing their vision and practice with others to improve future
change to
create lifelong learners. The framework
reflects the mission and the goals of the university to help students develop intellectual
abilities, to be creative and reflective, as they remain lifelong learners.
The
framework consists of four components.
The first component, which it the outer circle, represents the prior
knowledge and skills that students bring with them as they begin their
educational journey. As students become
actively engaged in learning new ideas and skills, they relate it to their
prior knowledge to become teachers that are more effective. These new ideas, practices and resources can
help them implement changes to help them succeed in the classroom and provide
them with new ways to interact with their students. This prior knowledge serves as the foundation
for learning at the university.
The
second component represents the setting or the place where the training of the
educator will take place. This component
examines knowledge and ability, application through experience, and
professional values and dispositions.
The candidate takes classes that train them to become professionals. They become lifelong learners by working with
others staff members. This means they are open to learn new ideas and learning
skills that will keep them up to date with all the ever-changing learning
opportunities in the world today.
The third
component represents decision-making terms.
These terms include planning, predicting, implementing, reflecting,
evaluating, and revising. Students
improve their knowledge and skills as they plan where they want to begin. They select and implement their plans as they
learn and become decision makers. They become
reflective practitioner as they continually evaluate their choices and others
in the learning community. This
evaluation leads to change and revising the plans or start all over again. The decision-making cycle represented by
rotating arrows, that is continuous and promotes professional growth.
The fourth
component represents the outcome context that and all the other components lead
to one goal, the development of the educator.
The educator is and informed and responsible decision maker. The decision-maker described as a reflective
practitioner, a change agent, and a lifelong learner. A reflective practitioner can be important in
the professional setting where someone is learning from his or her own
professional experiences. They also look for opportunities to grow
professionally. Learning takes place all
the time and in all places. As lifelong learners, we continue to build
knowledge throughout our life as an educator.
Learning takes place all the time and in all places.
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