威斯康星大学麦迪逊分校

The University of Wisconsin–Madison Elementary Education program prepares teachers who can foster high academic achievement in all students—particularly learners from diverse racial, cultural, linguistic, socioeconomic backgrounds and abilities. Teacher education students learn to recognize how their own background and experience shape their thinking and actions, to reflect on their practices, and to develop and adapt practices that serve the needs of their students.

Through their preparation, students gain awareness of how schools reflect both the strengths and inequities of our increasingly multicultural society and become more committed to advancing social justice and equity through their classroom practice and community interactions. They learn to welcome parents, caregivers, and community members into their classrooms as partners in the educational process. They integrate research-based practices in their teaching and, in doing so; acquire knowledge and skills that enable them to grow professionally throughout their teaching careers.

At UW–Madison, students preparing to teach in preschool, elementary, and middle schools engage in substantial supervised fieldwork (especially in diverse schools), community field experiences, self-examination of teaching practice, and development of multicultural classroom activities.

The Elementary Education program currently consists of four complementary program options:

The Early Childhood/English as a Second Language option prepares teachers to work at the preschool and primary levels (approximately birth through age 8). Students are also certified in English as a Second Language at the Early Childhood level. Admitted students begin the four-semester professional sequence in the fall after admission.

The Middle Childhood–Early Adolescence/English as a Second Language option prepares teachers to work in intermediate and middle school settings (approximately ages 6 through 12–13). Students are also certified in English as a Second Language at the Middle Childhood–Early Adolescence levels. Admitted students currently begin the four-semester professional sequence in the spring after admission, although this will change in the near future.

The Middle Childhood–Early Adolescence/Special Education option prepares teachers to work in intermediate and middle school settings (approximately ages 6 through 12–13). It emphasizes collaboration, with training in both Elementary and Special Education methodologies. This option focuses on inclusion and gaining a strong background in working with students across disability categories including learning disabilities, emotional/behavioral disabilities, and other high incidence disabilities. Students are certified in both Special Education and Elementary Education at the Middle Childhood–Early Adolescence levels. Admitted students begin the four-semester professional sequence in the fall following admission.

The Middle Childhood–Early Adolescence/Content Focused Minor option prepares teachers to work in intermediate and middle school settings (approximately ages 6 through 12–13). Students complete a content area minor that may lead to licensing in that subject. Admitted students currently begin the four-semester professional sequence in the spring after admission, although this will change in the near future.

Course requirements will vary by option, so students should consult often with an Education advisor. All options lead to a Bachelor of Science degree in Education. Formal definitions of Early Childhood and Middle Childhood–Early Adolescence levels will be determined by each school district based on the organizational structure of its schools and the philosophy and needs of the district.