西密歇根大学

The Master of Arts in Teaching is a post-baccalaureate program for initial teacher certification in the areas of mathematics and science. This program is based on the reflexive practitioner model, which emphasizes reflection on active learning to develop content expertise and effective approaches to leadership. The aim of this program is to create scholars, who embrace diversity, actively engage in inquiry and critical thinking, and who are willing to act as change agents and advocates for youth.

Master of Arts in Teaching: Secondary Education

This post-baccalaureate program leads to a Michigan Teaching Certificate in the areas of English, foreign language, mathematics, integrated science, or social studies. It is based on the reflective practitioner model, which emphasizes reflection on active learning to develop content expertise and effective approaches to leadership. The aim of this program is to create scholars, who embrace diversity, actively engage in inquiry and critical thinking, and who are willing to act as change agents and advocates for youth.

Concentration: Teaching Chinese as a Second Language

The Master of Arts in Teaching with a concentration in Teaching Chinese as a Second Language is a post baccalaureate initial teacher certification program designed for teacher candidates with Chinese language proficiency. This cohorted program, which requires a bachelor’s degree in Chinese International Education (or equivalent) from a Chinese university, will result in Michigan certification to teach Chinese language and culture in K-12 settings.

The 20-month program includes four school-based field experiences designed to familiarize teacher candidates with the culture and contexts of American education. The first field experience consists of a series of focused observations in American elementary, middle and high schools, examining issues such as school structure and governance, curriculum, pedagogy, and classroom organization. During the second field experience, a supervised pre-internship, the teacher candidate will spend one semester (i.e., at least 75 hours) in a Chinese language classroom in which American students are learning Chinese as a second language. The third field experience involves teaching within the context of a multi-week summer camp for local K-8 children who are interested in learning about Chinese language and culture. The final field experience is a semester-long internship in which teacher candidates will either be placed with a mentor who teaches Chinese language and culture at all grade levels, or they will split their internship between two settings: one elementary and the other secondary.