What is the Teacher Education Unit?

The University of Minnesota, Crookston (UMC) develops beginning teachers as engaged learners who know how to extend the learning of children/students in any setting.


The mission of Teacher Education at the UMC is to develop beginning teachers as engaged learners who know how to create motivating environments, work with diverse students, adapt curriculum and practices, model ethical practices, and make reflective decisions that support and extend the learning of children/students in any setting. 

Learn more about our conceptual framework >>>






Teacher Education Unit Conceptual Framework

UMC Teacher Education Unit Conceptual Framework Icon - Click to Enlarge

The Conceptual Framework for Teacher Education at the University of Minnesota, Crookston includes three (3) essential components:

Pedagogical Paradigm: Learner-Centered

Teacher educators at the University of Minnesota, Crookston keep student learning and meaning-making at the forefront of our curriculum, relationships, and practices. We recognize our responsibility to create environments and experiences that help students discover and construct knowledge for themselves.

Conceptual Framework: Themes

Our Unifying Themes guide our curriculum and integrate our institutional student learning competencies and core values, Minnesota Board of Teaching Standards, academic knowledge bases, dispositions, field experiences, student teaching, and assessments of student learning.

  • Focus on the Nature of Learners
    The developmental characteristics of the learner, temperament, learning styles, motivations, knowledge, skills, attitudes, experiences, and cultural context are central to facilitating learning.
  • Create a Motivating Environment
    Creating motivating and challenging environments, developing responsive relationships, encouraging students’ active engagement in learning, and using inquiry learning strategies to increase students’ motivation to learn are at the heart of productive and positive teaching and learning environments.
  • Demonstrate Content Expertise
    Academic subject matter standards inform what teacher education candidates need to know, understand, and be able to do. Teachers need to connect ideas to one another and apply them to real-world problems.
  • Build Partnerships
    Building communities of learning, both in the classroom and beyond the classroom, are critical to maintaining professional partnerships and collaborations. Continual interaction and shared responsibility between and among members of our learning communities is essential in the preparation of highly qualified beginning teachers.
  • Reflect as a Practitioner
    Developing reflection skills is a complex process which requires continuous analysis of ones’ teaching and the effect on the individual. Reflective practitioners demonstrate a sustained commitment to learning, questioning, and discovery

Dispositions for Educators

The following dispositions will be promoted and assessed of all teacher education candidates at the University of Minnesota, Crookston

  • Respect
    Values and demonstrates consideration and regard for oneself and others.
  • Responsibility
    Accepts responsibility for personal actions, decisions, efforts, and outcomes.
  • Emotional
    Maturity Demonstrates situational appropriate behavior.
  • Values Learning
    Demonstrates a respect for and is serious about knowledge acquisition and is passionate about increasing one’s competence.
  • Integrity
    Models truthful, ethical and professional behavior