The mission of the Teacher Education and School Improvement (TESI) doctoral concentration is to prepare reflective, informed, and research-oriented scholars and practitioners in the fields of teacher education, teacher development, and school improvement. The TESI concentration is committed to supporting research and practice that advance the aims of educational equity and social justice. We believe teachers’ work is intellectual work: academically rigorous, highly complex, and deeply relational. As such, teacher educators have a responsibility to develop teachers who are reflective practitioners with deep knowledge of their content area as well as the social, political, and cultural dynamics of teaching and learning in their full sociopolitical context. The TESI concentration supports engaged scholarship that advances these goals by enhancing our understanding of effective teaching and teacher-education practices, increasing our society’s capacity to implement such practices on a broad scale, and preparing doctoral students to become leaders in the field.
We seek doctoral applicants who are experienced educators and wish to develop their expertise in issues related to teacher education, teacher development, and school improvement. Some examples of research topics that TESI doctoral students might pursue include (but are not limited to):
Doctoral students in TESI will have access to a variety of research, teaching, and apprenticeship experiences. TESI faculty members are engaged scholars and reflective practitioners who integrate scholarship with teaching in a variety of ways. We are committed to the university’s public service mission, and aim to advance the public good through engaged research and reflective practice in and with school/community partners. TESI is proud to be an “intellectual home” for teacher education-related research and practice in the College of Education.
TESI graduates have been highly successful. The majority (55%) of our graduates hold tenure track position at various college and universities in the United States. Other graduates chose careers as lecturers in higher education, K-12 teacher leaders or school administrators.
The program of study is 36 credits of coursework plus 18 dissertation credits. Doctoral students complete a minimum of five graduate courses (15 credits) within the TESI concentration core, following the distribution requirements explained below, 4 research methods courses (12 credits) as well as three elective courses (9 credits) in any department. These requirements are only the minimum; many students will complete more coursework. All decisions about coursework will be made in consultation with your faculty advisor, based on your specific scholarly interests and professional goals.
For more information about the Teacher Education and School Improvement program, please contact:
Kathy Gagne (Senior Lecturer), Meg Gebhard (Associate Professor), Keisha L. Green (Assistant Professor), Linda Griffin (Professor), Robert Maloy (Senior Lecturer), Elizabeth McEneaney (Assistant Professor), Kysa Nygreen (Assistant Professor), Ruth-Ellen Verock-O’Laughlin (Senior Lecturer)