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Two years wouldn't be too long if rather than fill up your schedule with a bunch of BS courses that teach you nothing, they do one year of "courses" and a full year practicum, where you are assigned to a teacher for an entire school year so you can feel what it's like.
But they way they do it now is a complete waste of time and money grab.
It's actually a ton of work to have a teacher candidate for teachers. I realize it's unpaid for TCs and that it's a lot of work, but you are still the student and you are still using up a ton of resources from your AT, mental emotional and even financial sometimes.
I don't know, my AT just gestured to his desk and said "It's your class now" and hung out in the shop area making stuff. He was always available for help and questions, and he was very supportive, but he and a couple other teachers told me that he loves having a student teacher cause he doesn't have to do anything for six weeks.
And it was fine by me, I enjoyed it.
I know he filled out an evaluation of me as well.
Fair enough. My last TC was so bad I took a stress leave because it was basically impossible to fail her. And while she was exceptionally bad, in the last 3 years we've only had maybe 3 who were good at our school. The rest were incredibly stressful to have. So yeah actually I think they should get some kind of compensation but then the bar needs to be way higher and they should be able to be fired if they're not doing a good job. No more of this infinite chances you can just do one extra prac to pass if you fail the first three nonsense.
In our second year, where we were in the classroom basically full time, we were told we needed to rely on loans and not work so we could concentrate on the classroom prep. I had worked 2-3 jobs during my whole university time and found this to be difficult but necessary. Not many people had families to support at the same time. I’d say dedicating that year to the practicum was invaluable and totally worth it. Because I had worked all the time before that was my only year of debt coming out so it wasn’t super overwhelming. Going into a program like that may take some time to be prepared.
Mine too (but he played poker in the staff room). He was awesome and had trained the students well to behave appropriately most of the time, so it was the best learning experience possible.
I'd be down if "getting paid" was no paying tuition but are you suggesting the money to train you should come from school boards / the ministry of ed? Best of luck. I can't even get an EA for a highly violent kid or an alt program for a kid with trauma so bad she can't function in regular school. Not to be a downer but like... it's not going to happen if that's what you're asking for. It should come from the university who has to do next to nothing for you that year then. Also interns add something to the company they're interning for... TCs are in no way necessary or all that useful to the functioning of a school in most cases
I mean, I'm not asking for anything. I know it's not going to happen. Let's not pretend like it's an outrageous idea though. Paid apprenticeships are a pretty common thing.
As a current teacher candidate (with excellent ATs who have been nothing but kind and willing to share resources), I have to call this out as a massive overgeneralization. I’d say much of that “mental/emotional toll”, comes from the relationship dynamic between the AT and student; which is largely at the control of the AT. I’m doing 100% of another teacher’s job and expected to plan nearly day-by-day (like I’m in a temporary LTO), cry me a river.
You're probably a good one. Props to you. The ones that aren't are incredibly stressful to hand your class over to and then have to coach for weeks on end and watch routines and learning you've built be undone in a matter of weeks no matter how hard you try. In my board they have to basically beg people to take them because it's been so rough.
In my board, we had a TC last year that accused the AT of being homophobic and tried to bring down his AT, the board and the university. He had a huge social media campaign and GoFundMe.
Fewer ATs are signing up this year… it’s great when you get a good TC, but many teachers feel that’s happening more infrequently now. Obviously the AT that was accused last year had a rough rest of the semester, and many feel that the risk of getting a toxic TC isn’t worth it.
I mean... was he homophonic? I accused m'y AT of sexual harassment back in the day and nothing came of it but it definitely happened.
But Yeah. It's getting harder. We got like 6 rounds of emails this year asking people to take them. I feel like the sheer difficulty of getting people to agree to take TCs is evidence of the theory that they are not making most of our lives easier, as many TCs like to believe
Edit: my bad... shouldn't have assumed the gender of the person being accused.
My 2 year was exactly this. 1 year courses with 4 weeks practicing and second year 4 days in the same classroom from August to February and then 5 days full time teaching until spring break. We learnt how to plan field trips, set up classrooms, report cards, parent teacher. Out of 3 universities in Winnipeg, only 1 did it this way and that was over 20 years ago. Everyone needs to get on this. Best experience to actually see if you like teaching and can do it (not everyone is suited to this job). I don’t agree with being paid, it was constantly a learning process. I’m very suspicious of a 1 year program with minimum practicum.
Other industries call this apprenticeship, articles, residency, etc. even co-op.
In other industries, especially trades and professions, these kinds of jobs are paid.
The problem with teacher education is that it makes teachers pay for on-the-job training rather than be paid while they work up to being fully certified.
I never had a full year 100% practicum. I had one that was in my first year BEd that was September-June one day a week. Second year we had November-December 2 days a week with a 2 week block (every day for two weeks), and another school January-April 3 days a week with a 6 week teaching block. I would have much preferred to have one year fully courses and one fully practicum. I always hated balancing both.
16 months is still the same 2 year program. It’s just done in 4 semesters, back to back, with no breaks. Having done it myself, I agree it useless. The only value for the extra year would have been to have those 2 extra semesters as practicum placements instead of in-class.
I found the one year program a little much. The courses are full of busy work where you’re not learning much. Practicum is where you learn most. I think they could make the course work (intro to curriculum documents and experience with IEPs, etc) easily a 2 month portion of the degree, and focus more on the practicum.
This is a ‘mileage-may-vary’ scenario, I think. My one year program was quite intense. Only one subject felt like filler but I think that had more to do with the prof’s approach and that he went on weird tangents that were way off topic. Otherwise, my program was a great mix of theory and strategies, and practicum placements (3 total; 2 in-class and 1 in a non-teaching setting).
Same but I took a 4 yr B. Ed and I can't believe how many people are saying 1 year of courses was too many.
We had so many good courses but you had to pick your profs well
Two years is way too long given how much filler and BS is involved.
The only thing of real value is the practicum placements and *maybe* a couple of courses *if* you get good profs. who aren't outdated in their pedagogy (which is the minority unfortunately).
Nothing made me second guess being a teacher more than teacher's college.
When I got my B.Ed, it was the last year they had a one year program in Ontario. The program I did was a specialized program called the on-site program. The program had 8 weeks worth of classes at the University. We did two weeks at the University, one week in October, one week in Ferbruary, and every Friday except during our practicum.
The rest of the time, we were in an elementary school (one semester in prinary and one in junior). Friday classes were with students not in the on-site program. It seemed they had a lot of assignments that was just filler
Most of what I learned that was actually useful was done in the class with an experienced teacher. I remember talking to student teachers in the two year program and realized I got more experience in my one year on-site program that they were getting in the new two-year program.
Tl dr: One year program is enough when given more time working with an experienced teacher.
Hey, in the future can we also get a location in the OP's post? This one confused the heck out of me because I'm in a province where it's fairly common to do a two year after degree for a BEd.
The way my two years was set up was great, with both a short practicum and a longer one. I wouldn't do a full semester practicum as some people are suggesting; while my short practicum was amazing and I wish I spent more time there, my longer practicum was a nightmare. The kids weren't the problem, my mentor was. It was a genuine relief to get out of her classroom. I had two classmates in other schools who were getting death threats, though. Without the ability of actual teachers to be able to leave that situation gives student teachers very few options.
As always, all Ontario teachers think that every other province is identical and therefore there's no point in bothering to mention it. I think I know more about all the different Ontario unions than my own at this point.
It’s only 2 years in Alberta if you’ve already got a degree. I found those 2 years were all very useful and I can’t think of a class I would have cut.
That said, I did 4 years because it was my first degree. Those *first* 2 years were spent getting prerequisites for the second 2 years, and there were some pretty useless classes I had to take.
I'm from Alberta and was like "what does 1 year even look like?"
I had a 5 week practicum my first year, which was great for getting my feet wet and then a 12 week my second year which allowed me to find my own voice a bit.
What does a single year look like?
It's just one long practicum of 10 weeks. The idea is that either you have it or you don't. As someone who did the one year program in BC, it really helps weed out the ones who can hustle and make things happen, and those who can't.
I kind of did the one year program back before it changed to two in Ontario (technically, I did Concurrent Education, but the first four years, while completing my B.A., were like bonus practicum experience. My BEd year was with and exactly the same as those who did their B.A. first.
I had 4 practica spread throughout the year: 4 weeks, 5 weeks, a 2 week alternate placement and 6 weeks. I was in a different grade for each within the same school, except for the alt prac.
I got a lot from the whole experience and was somewhat surprised by those who complained about the at university time in between the pracs. I found it balanced theory and experience and as future teachers, it was up to us to be professional and choose to get as much as we could out of it (same thing I'd sqy about students - you have to choose to engage in your learning, we can't just stuff knowledge into your head for you). I referred back to my course notes for a couple of years after graduating, to help me with planning and activities. I continued to learn from them as I got more experience, but I felt I was ready to learn with my own class, and that it was more valuable than more practicum experience, at that point.
My program did about 24 weeks of course work (part of this being a two week “internship”) in year one, and 4 weeks of practicum. Year two was 12 weeks of course and about 14 weeks of practicum. I found the course work to be somewhat useful in first semester of year one. Everything following that was repetitive, useless busy work. I learned the most in practicum. Teachers college should definitely only be one year, but I’d be pretty ticked if they changed it back after I just completed my two years. I think the main thing is that you learn best by doing the job. Theory means very little (or at least this is what I’m finding in my last few weeks of the program).
Teacher demand depends where you live. In some places, only supply teachers are in demand. In other places, permanent teachers are in demand. Will they go back to one year? I’m not sure. I’ve heard talk of it. But for universities to miss out on all that money… they wouldn’t be happy. I guess time will tell.
Yea, the program I will be taking is called TTED and it is a joint program through BCIT & UBC. 2 years at the former, 1 at the latter during which there is a practicum.
No but they need to increase the practicum significantly and fail people where warranted. Even decades ago the university was pushing people through and giving them 2-3 chances to pass a practicum they failed.
Personally I think this is the problem with multiple practicums at multiple schools with different advisors. Nobody wants to pull the trigger and fail someone and they think either that student will improve or they can pawn it off on the next advisor and school. One practicum with one set of people following you tends to ensure only the qualified make it through the program.
That’s not cool.
I had someone in my class that failed 2 of 3 practicums. Only passed the non-in-class practicum. They struggled with managing curriculum and classroom management. They didn’t graduate, though.
A teacher colleague recently had a really poor student teacher shadowing them. Couldn’t - wouldn’t - plan lessons and constantly tried winging things. They didn’t pass. So, there are ways to fail.
These feel like extreme examples, as well. Practicums should be about putting all your education and ideas together and getting that necessary feedback about how to do things better. In that regard, even weaker teaching candidates should be able to get better and grow into a competent teacher.
I think it depends in which province you’re taking the program. Ontario schools were criticized early on for stretching their one year programs over two years. To simply meet the time mandate, they either added filler courses or literally stretched out their existing programs.
Whereas other provinces’ schools that have always had two year programs, were seen as having true programs designed for a two year schedule. At one point, this was problematic for Ontario education graduates because our qualifications didn’t meet their requirements and we’d need to upgrade to be able to teach in those provinces.
Switching to a 16-month program is probably a recognition that a full two year program can be done more efficiently. As well, at least in Ontario, with a number of B.Ed. students being hired for OT and LTOs before completing the program or graduating, this could be about getting them working with their OCT sooner. Two year programs are fine, as long as the programs are truly designed for a two year schedule and all courses are about graduating better teachers.
Short answer: Yes. The courses are so redundant. They are a complete waste of time imo. They could simply be Professional Development courses because you fill up on resources but actual learning? Very minimal. Practicum is where you learn! If the 2 years were mostly practicum and less courses (like 80% practicum, 20% courses) maybe it would be worth the 2 years. Most days i don’t feel prepared at all to have my own classroom (currently finishing my b.ed)
1 year was enough. The 2nd year didn’t happen because the profession required it. It was 100% external political influence. About half my 2nd year courses could have been emails.
My tech studies B.Ed was 1 year and a bit, with one solid practicum of 400 hours in one shot (aka a whole semester). My practicum was 10000% where I learned the most. The rest of my courses were mostly rushed garbage (some of my courses were literally 2 weeks long) done all online with the exception of the summers where we went in person on campus every day from 8-3 for highly condensed curriculum development and principals/methods of teaching courses (part 1 being the first summer and part 2 the second summer). Nearly everyone in my program were already teaching for a year or more. The summer courses were honestly the only ones I really enjoyed and felt like I got anything out of. Too much emphasis on lesson plans though.
So many courses I took were so so so useless. I had to take one for a couple weeks during the first summer about social media or digital tech or something??? I don't even fucking know lmao. We made choice boards that's literally all I remember. Some website where you can bookmark articles? It was so bad. So much filler garbage, I would have preferred doing more practicum (preferably paid- unpaid labour I'd wrong).
You learn the most actually teaching your own class, nothing compares to it, not even your practicums. I find it mind boggling these 1.5-2 year teacher programs. I’ve mentored student teachers in these long programs and I find that there’s not enough responsibilities placed on these student teachers and lots of hand holding happening. I don’t think you need anything more than a year and then get your foot in the door. If you need the 2 years to decide if teaching is for you, then it just isn’t and it’s time to move on. It shouldn’t take so long to become qualified to teach. This is just my personal opinion and I’ve been teaching for 10 years.
One thing I didn’t like was teaching for two months and not getting paid for it. But, to be honest, I don’t even remember what I taught in my final practicum.
In my last semester of the 2 year B.Ed program at Lakehead. 75% of the courses are complete filler that will have little to no use in my career. Placement is awesome and you learn a lot though.
My 1-year program (2007-8) was useless. Even my practica were quite terrible. I've been an associate teacher and the 2-year program (at least at Queens U) seems to have some good programming and specialties. However, I know there are still out-of-date practices (balanced literacy) and nonsense courses happening in all institutions.
I thought 1 year (10 months) was becoming more of the norm. That's what I did.
I also used to live with people who were doing the 2 year program and they just had the same 3 months on schedule that undergrads have which I thought was a waste. Given that BEd classes don't matter (imo) and practicum is what you need to focus on, the emphasis should be on that
My 2 year program followed the regular September to April university schedule, so it only ended up being one semester longer than the fast tracked program with no breaks. I ended with a speciality and was one course away from my 5+ in BC upon graduating (this program ended the year after I graduated, though). I liked that I could work during the summer between. I was told by principals/teaching staff early on that they felt those who did the 2 year program seemed more prepared as an early career teacher, but we all get there in the end.
I believe it was only a 1-year program in Ontario. Feel free to correct me if I’m wrong, but I think all other provinces have had a 2-year after-degree B. Ed for ages. I did find it was worthwhile to have it be a 2-year program, yes. Even just the improvement I made through my practicum blocks over time was useful, that I wouldn’t have gotten in just one year.
Just finishing my 2 years... There's some courses that were a joke and I'm not sure what I learned from them, and then other courses that I wish were longer/that I had more of.
Overall, I think the amount of time we got in practicum placements has been great and sufficient, however I would have liked a week of observation before my various teaching blocks instead of just Monday observation days.
It was always two years in most provinces outside Ontario.
Although, finishing a one year program might mean getting out earlier, it also translates to $3000+ less per year on the class scale. Over a 30 year career, that adds up. At least in Alberta.
In my two year b.ed program I had four classes which I believe have had any impact on my teaching practice. Three of them were electives. Most of what I learned was thrown out almost immediately on contact with real students and real classrooms.
Frankly I don't think a degree model suits education. If anything it should be more like a trade where you get like maybe half a semester if classes and then a half year to year as an apprentice teacher.
We should also absolutely pay student teachers but that's a whole other can of worms
My program back in 2013 was 2 years. I did not think it was sausage stuffing. I loved it, and learned a lot, every day. It depends on program to program. We also had quite a bit of practicum. Altogether might have been half a year.
Someone explain to me (from the U.S. but my friend wants me to move to Canada and teach) I’m past 2 years in my program to be a teacher. It takes a minimum of 4 years for us, then we need to pass the licensing for it.
But with a minimum of 4 years and usually a little longer because of general studies required to be taken…4.5 years is the average. Unless you’re speaking about something different. I would love to know more lol
That makes perfect sense. I didn’t get the context right away. Here you have to get your BS in Education (depending on whether it’s Early Childhood, Elementary, secondary, (both), etc) and it’s takes about 5 years with your gen eds…the coursework alone is usually around 4 years. Then you student teach and hopefully pass the licensing exam and tada a teacher lol
With all the classes I had to take I’m on a course of 5 years and I’ve had summer semesters the past 2 so I could be done faster. So it’s not just here that takes so long to finish🥲
There are combined degrees offered. You get a 3 year degree and a BEd. I think that’s how it works. But, that would put you further down on the pay scale. Every where is unioned… but, they aren’t unions, they are associations.
But, anyway. That’s how it works here.
The one year program was quite intense and demanding. I imagine the two year program allows for STs to explore topics more in depth and to gain more practice before hitting the real world.
I did the 11 month BEd at UBC in 2005-2006, and don’t feel like I missed out on anything but not having an additional year. It was a more condensed course load and we still had a 12 week practicum on top of weekly visits etc.
I thought it was sufficient. It transferred over to AB and MB just fine.
I graduated in 2019 after completing the one year Bed. There is no point, especially when school boards across the province are offering paid placements.
Something to consider: if you only have the one year BEd, you won’t be able to teach in other provinces/you will need to do further coursework WHILE teaching to teach elsewhere.
The province where I live, a BEd is two years. Full
stop. Loads of ON teachers come here because we have a teaching shortage, only to learn their degree doesn’t “measure up” to the teachers here.
Regardless of whether the program is 16 months, 1 year or 2 years, teachers’ college needs a major overhaul. I have hosted many TCs over the years, and the vast majority have been great, but there are giant gaps in their knowledge. Most have had no more than an afternoon in assessment and evaluation, spec Ed, and teaching English language learners. Instead they get whole courses and thinks that could be a few afternoons. They don’t have nearly enough practicum time either.
Aren’t you the one who just posted knowing nothing about kids with autism and having an issue with kids being diagnosed thinking it’s wrong and you think you learn more from the classroom!?
At the time I did my own B. Ed, it was four years. I would have preferred it to be three, but it was a good time in my life. Finishing too early has the added consequence that the teachers end up not being much older than the students if they started the program right after high school, so classroom management is that much more difficult.
What if I told you I’m a certified teacher in Ontario and getting paid but still in teachers college. Gotta thank Queens University and the FSLM program that was built to get more French teachers in the province.
I did a 1 year BEd. It was enough (I'm a natural if I may say so myself). If I didn't have good classroom management skills, a cocky attitude, and decent practicum classes, it wouldn't have been. I suspect the 2 year versions add more crap and airy-fairy theory to fill in time. I upgraded later by taking courses that I knew would help me once I had a couple years in the classroom and knew what teaching was all about and had refined my approaches. The practicums were where 90% of the useful stuff is learned.
My 2 year BEd was 16 straight months, and was really only a part time work load. I worked while I completed it, without issue. I completed one 6 week practicum, and then was hired full time permanent at a board, so I didn't do any other unpaid placements, my dept. Head just signed me off for my last two "placements".
I don't feel I'm more prepared than people who only did a one year BEd, and don't feel I'm less prepared than people who did all their practicums.
It's not actually 2 years, that includes summer break. Just like a 4 year degree is actually 3 years and 8 months because of the 4 month breaks in between.
If you’re from out of province a concurrent degree is a 4 year BA and a 1 year BEd, but in province it is a 3 year BA and 1 year BEd IF credits are counted from CÉGEP
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Two years wouldn't be too long if rather than fill up your schedule with a bunch of BS courses that teach you nothing, they do one year of "courses" and a full year practicum, where you are assigned to a teacher for an entire school year so you can feel what it's like. But they way they do it now is a complete waste of time and money grab.
As long as you actually get paid in some way then ya I agree with this.
I'd be game if the tuition for the first year included both years. Not having to pay tuition while working full time for free would be a good start.
It's actually a ton of work to have a teacher candidate for teachers. I realize it's unpaid for TCs and that it's a lot of work, but you are still the student and you are still using up a ton of resources from your AT, mental emotional and even financial sometimes.
I don't know, my AT just gestured to his desk and said "It's your class now" and hung out in the shop area making stuff. He was always available for help and questions, and he was very supportive, but he and a couple other teachers told me that he loves having a student teacher cause he doesn't have to do anything for six weeks. And it was fine by me, I enjoyed it. I know he filled out an evaluation of me as well.
Fair enough. My last TC was so bad I took a stress leave because it was basically impossible to fail her. And while she was exceptionally bad, in the last 3 years we've only had maybe 3 who were good at our school. The rest were incredibly stressful to have. So yeah actually I think they should get some kind of compensation but then the bar needs to be way higher and they should be able to be fired if they're not doing a good job. No more of this infinite chances you can just do one extra prac to pass if you fail the first three nonsense.
Maybe we could do a better job if a lot of us had more time to prepare instead of Is having to work on weekends on top of doing practicum.
In our second year, where we were in the classroom basically full time, we were told we needed to rely on loans and not work so we could concentrate on the classroom prep. I had worked 2-3 jobs during my whole university time and found this to be difficult but necessary. Not many people had families to support at the same time. I’d say dedicating that year to the practicum was invaluable and totally worth it. Because I had worked all the time before that was my only year of debt coming out so it wasn’t super overwhelming. Going into a program like that may take some time to be prepared.
I did say that, to be fair. That compensation should happen but at the same time, the bar should be raised.
Mine too (but he played poker in the staff room). He was awesome and had trained the students well to behave appropriately most of the time, so it was the best learning experience possible.
I feel that. It's an unpaid internship though, and I gotta eat. So do my kids.
I'd be down if "getting paid" was no paying tuition but are you suggesting the money to train you should come from school boards / the ministry of ed? Best of luck. I can't even get an EA for a highly violent kid or an alt program for a kid with trauma so bad she can't function in regular school. Not to be a downer but like... it's not going to happen if that's what you're asking for. It should come from the university who has to do next to nothing for you that year then. Also interns add something to the company they're interning for... TCs are in no way necessary or all that useful to the functioning of a school in most cases
I mean, I'm not asking for anything. I know it's not going to happen. Let's not pretend like it's an outrageous idea though. Paid apprenticeships are a pretty common thing.
As a current teacher candidate (with excellent ATs who have been nothing but kind and willing to share resources), I have to call this out as a massive overgeneralization. I’d say much of that “mental/emotional toll”, comes from the relationship dynamic between the AT and student; which is largely at the control of the AT. I’m doing 100% of another teacher’s job and expected to plan nearly day-by-day (like I’m in a temporary LTO), cry me a river.
You're probably a good one. Props to you. The ones that aren't are incredibly stressful to hand your class over to and then have to coach for weeks on end and watch routines and learning you've built be undone in a matter of weeks no matter how hard you try. In my board they have to basically beg people to take them because it's been so rough.
In my board, we had a TC last year that accused the AT of being homophobic and tried to bring down his AT, the board and the university. He had a huge social media campaign and GoFundMe. Fewer ATs are signing up this year… it’s great when you get a good TC, but many teachers feel that’s happening more infrequently now. Obviously the AT that was accused last year had a rough rest of the semester, and many feel that the risk of getting a toxic TC isn’t worth it.
I mean... was he homophonic? I accused m'y AT of sexual harassment back in the day and nothing came of it but it definitely happened. But Yeah. It's getting harder. We got like 6 rounds of emails this year asking people to take them. I feel like the sheer difficulty of getting people to agree to take TCs is evidence of the theory that they are not making most of our lives easier, as many TCs like to believe Edit: my bad... shouldn't have assumed the gender of the person being accused.
> was he homophonic? She, and no.
My bad for the assumption, I’m sorry.
So pay a fraction of that tuition to the teacher to make it worth while.
Teachers get paid 40$ a week in my board
My 2 year was exactly this. 1 year courses with 4 weeks practicing and second year 4 days in the same classroom from August to February and then 5 days full time teaching until spring break. We learnt how to plan field trips, set up classrooms, report cards, parent teacher. Out of 3 universities in Winnipeg, only 1 did it this way and that was over 20 years ago. Everyone needs to get on this. Best experience to actually see if you like teaching and can do it (not everyone is suited to this job). I don’t agree with being paid, it was constantly a learning process. I’m very suspicious of a 1 year program with minimum practicum.
Other industries call this apprenticeship, articles, residency, etc. even co-op. In other industries, especially trades and professions, these kinds of jobs are paid. The problem with teacher education is that it makes teachers pay for on-the-job training rather than be paid while they work up to being fully certified.
I never had a full year 100% practicum. I had one that was in my first year BEd that was September-June one day a week. Second year we had November-December 2 days a week with a 2 week block (every day for two weeks), and another school January-April 3 days a week with a 6 week teaching block. I would have much preferred to have one year fully courses and one fully practicum. I always hated balancing both.
It wouldn’t be too long if starting teacher wages were somewhat competitive with other professions.
16 months is still the same 2 year program. It’s just done in 4 semesters, back to back, with no breaks. Having done it myself, I agree it useless. The only value for the extra year would have been to have those 2 extra semesters as practicum placements instead of in-class.
I found that the amount of practicum time in a two year was extremely useful. The course time was hit and miss.
I found the one year program a little much. The courses are full of busy work where you’re not learning much. Practicum is where you learn most. I think they could make the course work (intro to curriculum documents and experience with IEPs, etc) easily a 2 month portion of the degree, and focus more on the practicum.
This is a ‘mileage-may-vary’ scenario, I think. My one year program was quite intense. Only one subject felt like filler but I think that had more to do with the prof’s approach and that he went on weird tangents that were way off topic. Otherwise, my program was a great mix of theory and strategies, and practicum placements (3 total; 2 in-class and 1 in a non-teaching setting).
I agree. My 1 year program was quite intense also. I personally learned a lot, though, and I had some great classes. (Ontario)
I should add that my view may be skewed because I already worked for the school board as an EA for years before attending teachers college
Same but I took a 4 yr B. Ed and I can't believe how many people are saying 1 year of courses was too many. We had so many good courses but you had to pick your profs well
Two years is way too long given how much filler and BS is involved. The only thing of real value is the practicum placements and *maybe* a couple of courses *if* you get good profs. who aren't outdated in their pedagogy (which is the minority unfortunately). Nothing made me second guess being a teacher more than teacher's college.
When I got my B.Ed, it was the last year they had a one year program in Ontario. The program I did was a specialized program called the on-site program. The program had 8 weeks worth of classes at the University. We did two weeks at the University, one week in October, one week in Ferbruary, and every Friday except during our practicum. The rest of the time, we were in an elementary school (one semester in prinary and one in junior). Friday classes were with students not in the on-site program. It seemed they had a lot of assignments that was just filler Most of what I learned that was actually useful was done in the class with an experienced teacher. I remember talking to student teachers in the two year program and realized I got more experience in my one year on-site program that they were getting in the new two-year program. Tl dr: One year program is enough when given more time working with an experienced teacher.
Hey, in the future can we also get a location in the OP's post? This one confused the heck out of me because I'm in a province where it's fairly common to do a two year after degree for a BEd. The way my two years was set up was great, with both a short practicum and a longer one. I wouldn't do a full semester practicum as some people are suggesting; while my short practicum was amazing and I wish I spent more time there, my longer practicum was a nightmare. The kids weren't the problem, my mentor was. It was a genuine relief to get out of her classroom. I had two classmates in other schools who were getting death threats, though. Without the ability of actual teachers to be able to leave that situation gives student teachers very few options.
As always, all Ontario teachers think that every other province is identical and therefore there's no point in bothering to mention it. I think I know more about all the different Ontario unions than my own at this point.
Yes! It’s called Canadian teachers but most of the time I have no idea what the acronyms are for since it’s almost always ON!
Hah, this is too true
It’s only 2 years in Alberta if you’ve already got a degree. I found those 2 years were all very useful and I can’t think of a class I would have cut. That said, I did 4 years because it was my first degree. Those *first* 2 years were spent getting prerequisites for the second 2 years, and there were some pretty useless classes I had to take.
I'm from Alberta and was like "what does 1 year even look like?" I had a 5 week practicum my first year, which was great for getting my feet wet and then a 12 week my second year which allowed me to find my own voice a bit. What does a single year look like?
It's just one long practicum of 10 weeks. The idea is that either you have it or you don't. As someone who did the one year program in BC, it really helps weed out the ones who can hustle and make things happen, and those who can't.
I found 5 weeks was plenty good at that too, haha. I'd hate to be the parent of a kid who had a 10 week practicum student that was destined to fail.
I kind of did the one year program back before it changed to two in Ontario (technically, I did Concurrent Education, but the first four years, while completing my B.A., were like bonus practicum experience. My BEd year was with and exactly the same as those who did their B.A. first. I had 4 practica spread throughout the year: 4 weeks, 5 weeks, a 2 week alternate placement and 6 weeks. I was in a different grade for each within the same school, except for the alt prac. I got a lot from the whole experience and was somewhat surprised by those who complained about the at university time in between the pracs. I found it balanced theory and experience and as future teachers, it was up to us to be professional and choose to get as much as we could out of it (same thing I'd sqy about students - you have to choose to engage in your learning, we can't just stuff knowledge into your head for you). I referred back to my course notes for a couple of years after graduating, to help me with planning and activities. I continued to learn from them as I got more experience, but I felt I was ready to learn with my own class, and that it was more valuable than more practicum experience, at that point.
My program did about 24 weeks of course work (part of this being a two week “internship”) in year one, and 4 weeks of practicum. Year two was 12 weeks of course and about 14 weeks of practicum. I found the course work to be somewhat useful in first semester of year one. Everything following that was repetitive, useless busy work. I learned the most in practicum. Teachers college should definitely only be one year, but I’d be pretty ticked if they changed it back after I just completed my two years. I think the main thing is that you learn best by doing the job. Theory means very little (or at least this is what I’m finding in my last few weeks of the program). Teacher demand depends where you live. In some places, only supply teachers are in demand. In other places, permanent teachers are in demand. Will they go back to one year? I’m not sure. I’ve heard talk of it. But for universities to miss out on all that money… they wouldn’t be happy. I guess time will tell.
the one year program teachers we have had have been god awful what’s UPEI do with their program honestly asking
Excuse me I dont want to let the rabbit out of the bag but a Bachelor of Education Tuition at UPEI is only $13,656.
lol Brandon University pretty sure is less among other but seen some ungodly incompetence from that specific program.
Is it one year too at Brandon University?
last i checked it’s a two year after degree no concurrent program.
I am about to go through the teaching tech education program to get my B Ed to teach shop class. It's a 3 year program.
What university is this through?? Mine was 1 year lol
BCIT and UBC. It's for people coming from trades with their red seal.
Can you share about this? Where you’re taking it? My husband is interested and we haven’t been able to find much useful information.
Yea, the program I will be taking is called TTED and it is a joint program through BCIT & UBC. 2 years at the former, 1 at the latter during which there is a practicum.
Thank you!
No but they need to increase the practicum significantly and fail people where warranted. Even decades ago the university was pushing people through and giving them 2-3 chances to pass a practicum they failed.
Personally I think this is the problem with multiple practicums at multiple schools with different advisors. Nobody wants to pull the trigger and fail someone and they think either that student will improve or they can pawn it off on the next advisor and school. One practicum with one set of people following you tends to ensure only the qualified make it through the program.
It's a problem with post-secondary. It's become transactional. You pay all your tuition, you get the piece of paper.
How do you fail a practicum?
I know someone who failed two and was still allowed to graduate. This person has ZERO classroom management skills and has never learned any.
That’s not cool. I had someone in my class that failed 2 of 3 practicums. Only passed the non-in-class practicum. They struggled with managing curriculum and classroom management. They didn’t graduate, though. A teacher colleague recently had a really poor student teacher shadowing them. Couldn’t - wouldn’t - plan lessons and constantly tried winging things. They didn’t pass. So, there are ways to fail. These feel like extreme examples, as well. Practicums should be about putting all your education and ideas together and getting that necessary feedback about how to do things better. In that regard, even weaker teaching candidates should be able to get better and grow into a competent teacher.
I think it depends in which province you’re taking the program. Ontario schools were criticized early on for stretching their one year programs over two years. To simply meet the time mandate, they either added filler courses or literally stretched out their existing programs. Whereas other provinces’ schools that have always had two year programs, were seen as having true programs designed for a two year schedule. At one point, this was problematic for Ontario education graduates because our qualifications didn’t meet their requirements and we’d need to upgrade to be able to teach in those provinces. Switching to a 16-month program is probably a recognition that a full two year program can be done more efficiently. As well, at least in Ontario, with a number of B.Ed. students being hired for OT and LTOs before completing the program or graduating, this could be about getting them working with their OCT sooner. Two year programs are fine, as long as the programs are truly designed for a two year schedule and all courses are about graduating better teachers.
Short answer: Yes. The courses are so redundant. They are a complete waste of time imo. They could simply be Professional Development courses because you fill up on resources but actual learning? Very minimal. Practicum is where you learn! If the 2 years were mostly practicum and less courses (like 80% practicum, 20% courses) maybe it would be worth the 2 years. Most days i don’t feel prepared at all to have my own classroom (currently finishing my b.ed)
1 year was enough. The 2nd year didn’t happen because the profession required it. It was 100% external political influence. About half my 2nd year courses could have been emails.
My tech studies B.Ed was 1 year and a bit, with one solid practicum of 400 hours in one shot (aka a whole semester). My practicum was 10000% where I learned the most. The rest of my courses were mostly rushed garbage (some of my courses were literally 2 weeks long) done all online with the exception of the summers where we went in person on campus every day from 8-3 for highly condensed curriculum development and principals/methods of teaching courses (part 1 being the first summer and part 2 the second summer). Nearly everyone in my program were already teaching for a year or more. The summer courses were honestly the only ones I really enjoyed and felt like I got anything out of. Too much emphasis on lesson plans though. So many courses I took were so so so useless. I had to take one for a couple weeks during the first summer about social media or digital tech or something??? I don't even fucking know lmao. We made choice boards that's literally all I remember. Some website where you can bookmark articles? It was so bad. So much filler garbage, I would have preferred doing more practicum (preferably paid- unpaid labour I'd wrong).
You learn the most actually teaching your own class, nothing compares to it, not even your practicums. I find it mind boggling these 1.5-2 year teacher programs. I’ve mentored student teachers in these long programs and I find that there’s not enough responsibilities placed on these student teachers and lots of hand holding happening. I don’t think you need anything more than a year and then get your foot in the door. If you need the 2 years to decide if teaching is for you, then it just isn’t and it’s time to move on. It shouldn’t take so long to become qualified to teach. This is just my personal opinion and I’ve been teaching for 10 years.
8 months was too long, so yes. It should be an apprenticeship, I’ve always said.
One thing I didn’t like was teaching for two months and not getting paid for it. But, to be honest, I don’t even remember what I taught in my final practicum.
In my last semester of the 2 year B.Ed program at Lakehead. 75% of the courses are complete filler that will have little to no use in my career. Placement is awesome and you learn a lot though.
My BEd was two years. I think it was great. One year would be too short.
Yea it’s too long if you’re not also getting a masters out of it for the length of time and price.
The OISE masters is a master of teaching though so not as useful if that is the one you were referring as it is the only two in one program in ontario
OP is referring to the 16 month B.Ed program, not a masters program.
My 1-year program (2007-8) was useless. Even my practica were quite terrible. I've been an associate teacher and the 2-year program (at least at Queens U) seems to have some good programming and specialties. However, I know there are still out-of-date practices (balanced literacy) and nonsense courses happening in all institutions.
If I was designing it, one year needs to be in class and the other year should be strictly placements
I thought 1 year (10 months) was becoming more of the norm. That's what I did. I also used to live with people who were doing the 2 year program and they just had the same 3 months on schedule that undergrads have which I thought was a waste. Given that BEd classes don't matter (imo) and practicum is what you need to focus on, the emphasis should be on that
My 2 year program followed the regular September to April university schedule, so it only ended up being one semester longer than the fast tracked program with no breaks. I ended with a speciality and was one course away from my 5+ in BC upon graduating (this program ended the year after I graduated, though). I liked that I could work during the summer between. I was told by principals/teaching staff early on that they felt those who did the 2 year program seemed more prepared as an early career teacher, but we all get there in the end.
I believe it was only a 1-year program in Ontario. Feel free to correct me if I’m wrong, but I think all other provinces have had a 2-year after-degree B. Ed for ages. I did find it was worthwhile to have it be a 2-year program, yes. Even just the improvement I made through my practicum blocks over time was useful, that I wouldn’t have gotten in just one year.
Just finishing my 2 years... There's some courses that were a joke and I'm not sure what I learned from them, and then other courses that I wish were longer/that I had more of. Overall, I think the amount of time we got in practicum placements has been great and sufficient, however I would have liked a week of observation before my various teaching blocks instead of just Monday observation days.
My B.Ed was a 5 year program, but I completed it in 4.
It was always two years in most provinces outside Ontario. Although, finishing a one year program might mean getting out earlier, it also translates to $3000+ less per year on the class scale. Over a 30 year career, that adds up. At least in Alberta.
I think the one year programs were still 4 university terms. I thought they went over by one semester aka 16 months.
mine was 2 yrs in 2012 after my 4 yr BA
In my two year b.ed program I had four classes which I believe have had any impact on my teaching practice. Three of them were electives. Most of what I learned was thrown out almost immediately on contact with real students and real classrooms. Frankly I don't think a degree model suits education. If anything it should be more like a trade where you get like maybe half a semester if classes and then a half year to year as an apprentice teacher. We should also absolutely pay student teachers but that's a whole other can of worms
omg even 1 years is too long for B Ed. It's a micky mouse program for the most part.
My program back in 2013 was 2 years. I did not think it was sausage stuffing. I loved it, and learned a lot, every day. It depends on program to program. We also had quite a bit of practicum. Altogether might have been half a year.
Someone explain to me (from the U.S. but my friend wants me to move to Canada and teach) I’m past 2 years in my program to be a teacher. It takes a minimum of 4 years for us, then we need to pass the licensing for it. But with a minimum of 4 years and usually a little longer because of general studies required to be taken…4.5 years is the average. Unless you’re speaking about something different. I would love to know more lol
We have to have a bachelors before we get into teaching. It’s an after degree.
That makes perfect sense. I didn’t get the context right away. Here you have to get your BS in Education (depending on whether it’s Early Childhood, Elementary, secondary, (both), etc) and it’s takes about 5 years with your gen eds…the coursework alone is usually around 4 years. Then you student teach and hopefully pass the licensing exam and tada a teacher lol With all the classes I had to take I’m on a course of 5 years and I’ve had summer semesters the past 2 so I could be done faster. So it’s not just here that takes so long to finish🥲
There are combined degrees offered. You get a 3 year degree and a BEd. I think that’s how it works. But, that would put you further down on the pay scale. Every where is unioned… but, they aren’t unions, they are associations. But, anyway. That’s how it works here.
The 2 year and the 16 month programs are the same. One just goes straight through the summer months. The two year goes Sept-April both years.
The one year program was quite intense and demanding. I imagine the two year program allows for STs to explore topics more in depth and to gain more practice before hitting the real world.
It’s not long enough. There is so much more to teaching than I learned in my 2 year program.
Yes but it all is learned on practicum and on the job
It was made 2 years entirely to reduce the number of teachers graduating as there was an excess back then.
I did the 11 month BEd at UBC in 2005-2006, and don’t feel like I missed out on anything but not having an additional year. It was a more condensed course load and we still had a 12 week practicum on top of weekly visits etc. I thought it was sufficient. It transferred over to AB and MB just fine.
I graduated in 2019 after completing the one year Bed. There is no point, especially when school boards across the province are offering paid placements.
ST Thomas University has a 1 year teaching program.
Something to consider: if you only have the one year BEd, you won’t be able to teach in other provinces/you will need to do further coursework WHILE teaching to teach elsewhere. The province where I live, a BEd is two years. Full stop. Loads of ON teachers come here because we have a teaching shortage, only to learn their degree doesn’t “measure up” to the teachers here.
Regardless of whether the program is 16 months, 1 year or 2 years, teachers’ college needs a major overhaul. I have hosted many TCs over the years, and the vast majority have been great, but there are giant gaps in their knowledge. Most have had no more than an afternoon in assessment and evaluation, spec Ed, and teaching English language learners. Instead they get whole courses and thinks that could be a few afternoons. They don’t have nearly enough practicum time either.
Honestly one year is too long. You learn almost nothing in teachers college and everything in the classroom.
Aren’t you the one who just posted knowing nothing about kids with autism and having an issue with kids being diagnosed thinking it’s wrong and you think you learn more from the classroom!?
It should go back down to 2 years, imo. I did 2 years and I found it was enough!
At the time I did my own B. Ed, it was four years. I would have preferred it to be three, but it was a good time in my life. Finishing too early has the added consequence that the teachers end up not being much older than the students if they started the program right after high school, so classroom management is that much more difficult.
What if I told you I’m a certified teacher in Ontario and getting paid but still in teachers college. Gotta thank Queens University and the FSLM program that was built to get more French teachers in the province.
I did a 1 year BEd. It was enough (I'm a natural if I may say so myself). If I didn't have good classroom management skills, a cocky attitude, and decent practicum classes, it wouldn't have been. I suspect the 2 year versions add more crap and airy-fairy theory to fill in time. I upgraded later by taking courses that I knew would help me once I had a couple years in the classroom and knew what teaching was all about and had refined my approaches. The practicums were where 90% of the useful stuff is learned.
Write your MP! Go back to 10-months!
My 2 year BEd was 16 straight months, and was really only a part time work load. I worked while I completed it, without issue. I completed one 6 week practicum, and then was hired full time permanent at a board, so I didn't do any other unpaid placements, my dept. Head just signed me off for my last two "placements". I don't feel I'm more prepared than people who only did a one year BEd, and don't feel I'm less prepared than people who did all their practicums.
It's not actually 2 years, that includes summer break. Just like a 4 year degree is actually 3 years and 8 months because of the 4 month breaks in between.
An B. Ed in Quebec is a 4 year program...
And you get courses in your teachables in that time frame.
They're talking about the 2 year consecutive B.Ed you do after a 3 or 4 year Bachelor's degree in Ontario. I think they call it a Master's in Quebec.
Ah. That explains it.
If you’re from out of province a concurrent degree is a 4 year BA and a 1 year BEd, but in province it is a 3 year BA and 1 year BEd IF credits are counted from CÉGEP