Students who major in Education may study to become a teacher. Students' academic programs include the Colloquy in Integrated Learning, the study of a content or discipline area, coursework and practical experiences in educational settings. Throughout their program, Education students continue to develop their skills in English, Arabic, and technology. Students complete other classes appropriate to the grade and subject levels they are preparing to teach and accomplish their career goals. Faculty advisors in the college work with students to make course selection decisions.

The College of Education currently offers a Bachelor of Science in Education with the following Major:

  • Early Childhood Education

Field Experiences in Educational Settings

All students majoring in Education complete a core portion of their work in field settings; observing and working with students and teachers and/or with professional supervisors in educational settings. Students should plan with families to arrange for transportations to the filed sites.

Assessment Protocols

Students are formally assessed for satisfactory performance in the program at stipulated intervals. Student achievement in the ZU Program Learning Outcomes is assessed through the normal assessment process in each course. In addition, the College has identified major points of transition where student advancement depends upon the quality of performance.  These include admission to the program, completion of practicum, admission to internship, exit from internship, and graduation.

College of Education Practicum and Internship Framework 

The College of Education (COE) at Zayed University provides teacher candidates with an internationally recognized program of study for the field experience.  The program is designed to offer teacher candidates high-quality opportunities to make thoughtful connections between theory and practice and to develop significant expertise in the educational setting.        

The “Practicum and Internship Framework” that guides the experience is informed by leading scholars in the field of teaching and learning.  The progression of the teacher candidate’s tasks and responsibilities throughout the field experience is shown in Figure 1. This approach is adapted from the work of Collins, Brown, and Newman, who suggest a cognitive apprenticeship framework for teaching and learning (1989):

  1. Model: Learners observe expert
  2. Coach: Learners receive expert guidance
  3. Scaffold: Learners perform with support
  4. Articulate: Learners explicate their knowledge
  5. Reflect: Learners analyze their own performance
  6. Explore: learners own and extend knowledge

In addition, the work of Linda Darling -Hammond (2006) and Charlotte Danielson (2011) inform the structure and focus of the field experiences. Darling-Hammond identifies what teachers need to “know, do, and understand” in order to provide “high quality” learning experiences for all students:

  • knowledge of learners and how they learn and develop within social contexts, including knowledge of language development;
    • understanding of and skills for teaching, including content pedagogical knowledge and knowledge for teaching diverse learners, as these are informed by an understanding of assessment and of how to construct and manage a productive classroom; and
    • understanding of curriculum content and goals, including the subject matter and skills to be taught in light of disciplinary demands, student needs, and the social purposes of education 

Figure 1. COE Practicum and Internship Cognitive Apprenticeship Model

Danielson articulates 22 components of professional practice within a framework of four domains identified as: 1) planning and preparation, 2) classroom environment, 3) instruction, and 4) professional responsibilities. Teacher candidates in the COE develop skills in each of these domains.  The design of the practicum experience allows teacher candidates to develop knowledge, skills, and understanding in a supported and developmentally appropriate environment.  The field experience concludes with the final internship, by which time teacher candidates have reached the final level of “owning and extending their own knowledge” while having developed a rich understanding of what it means to be a teacher.