Teacher Education
ufv.ca/teacher-educationThe Teacher Education department offers a Bachelor of Education (BEd) degree for students who have already completed a four-year degree. There are two options within the Bachelor of Education: the Elementary/Middle School option (grades K–7) and the Secondary School option (grades 8–12). Within the Secondary option, there are two streams: the Math/Science stream and the Humanities stream (English/Social Studies).
The Bachelor of Education as a second degree consists of 55 credits. Course work spans over three consecutive semesters and can only be taken on a full-time basis. Courses and practica emphasize the integration of knowledge and practice, with program components that are specifically designed to meet the BEd values and goals, as well as the curricular requirements of the Ministry of Education. The BEd is intended to help prospective teachers attain the professional standards established by the Ministry of Education through the British Columbia Teachers' Council (see www2.gov.bc.ca/gov/content/education-training/k-12/teach/standards-for-educators for more information). Upon successful completion of the BEd, students will be recommended to the B.C. Ministry of Education for professional certification through the Teacher Certification Branch and will receive a Bachelor of Education from UFV.
The BEd Elementary/Middle option is designed to prepare students to qualify for a professional teaching certificate issued by the Ministry of Education through the Teacher Certification Branch (TCB). Some of the following admission requirements reflect policies or standards of the Ministry of Education.
Note 1: All applicants must meet the course requirements of the TCB to qualify for professional certification. The required Bachelor's degree needs to include a minimum of 120 credits. Twelve credits of third- and fourth-year courses have to be from teachable subject areas: English, math, science, physical education, social studies (any combination of anthropology, geography, history, political science, or sociology), French, visual arts, and theatre.
Note 2: A minimum grade of C in each course is strongly recommended. Please see the UFV equivalencies for course requirements.
With the exception of EDUC 200 and EDUC 300, all other elementary breadth courses must be completed by December 31 prior to applying to the BEd.
The BEd Secondary option is designed to prepare students to qualify for a professional teaching certificate issued by the B.C. Teacher Certification Branch (TCB). The BEd Secondary option includes two streams: Math/Sciences and Humanities (English/Social Studies).
The following admission requirements reflect the policies and standards of the TRB. There are three ways in which an applicant can be eligible for the BEd Secondary option:
Note 1: The English requirements must be completed by December 31 prior to applying to the BEd.
Note 2: A minimum grade of C in each course is strongly recommended.
A teachable major is comprised of 42 credits of general and specific course work in any one of the following core B.C. secondary school subjects: Mathematics, Sciences, English, or Social Studies. At least 30 of the 42 credits must be at the upper level.
A teachable minor consists of a minimum of 12–15 credits at the lower level and at least 18 credits at the upper level in any one of English, Social Studies, Mathematics, or Sciences.
To be accepted as a Social Studies teacher candidate, applicants must meet the following course requirements:
It is recommended that applicants have six credits in a social science other than history or geography, such as sociology, anthropology, First Nations studies, or political science.
It is recommended that applicants have six credits in a social science other than history or geography, such as sociology, anthropology, First Nations studies, or political science.
Note: Social Studies teacher applicants will also be completing the English methods courses within the Humanities stream.
To be accepted as an English teacher candidate, applicants must meet the following course requirements:
Note: English teacher applicants will also be completing the Social Studies methods courses within the Humanities stream. English teacher applicants are encouraged to include English literature courses in their preparation.
To be accepted as a Science teacher candidate for biology, chemistry, physics, or physical geography in the Math/Sciences stream, applicants must meet the following course requirements in order to be prepared for both the science and mathematics methods courses:
Note 1: Applicants for the Physical Geography content area must hold a BSc in Physical Geography. The Teacher Education department strongly recommend that applicants with preparation in physical geography, have additional science courses in chemistry, physics, and biology (including lab courses).
Note 2: Science teacher applicants will also be completing the mathematics methods courses within the Math/Sciences stream.
To be accepted as a Mathematics teacher candidate in the Math/Sciences stream, applicants must meet the following course requirements in order to be prepared for both science and math methods courses:
Note: Mathematics teacher applicants will also be completing the science methods courses within the Math/Sciences stream.
Note: All documentation submitted as part of a student’s application is confidential and will be treated as such by UFV.
All teacher candidates must meet the B.C. Teacher Certification Branch acceptable degree policy, restricting the academic preparation acceptable for qualifying teachers. It is strongly recommended that prospective students attend the Teacher Education seminars which are regularly offered by the department. For more information please see the Teacher Education department website.
Applications are accepted for entrance to the Fall semester only. For application deadlines, see Specific intake application process. Applicants must submit completed applications, including documentation, by January 31 to be considered for the September admission of the same year. Applications received after January 31 may be considered, but only if space is available.
Applicants are eligible to apply while completing a Bachelor’s degree acceptable to the TCB, provided all prerequisite courses (except EDUC 300) are completed in the Fall semester prior to starting the BEd. Students accepted into the BEd program must complete their degree and course requirements by the end of the Winter semester of the same year.
All students should apply online. UFV students can submit their application through myUFV. Students new to UFV can apply online at ufv.ca/admissions/apply. Students can obtain the BEd application forms online through the Office of the Registrar, or the Teacher Education department website.
Admission to the BEd is on a competitive basis. Meeting the minimum requirements does not guarantee admission.
Under the Criminal Records Review Act, students in a professional post-secondary program with a practicum component involving work with children and/or vulnerable adults must undergo a criminal record check. This is a requirement before students can participate in any practicum placements. Persons convicted of a criminal offense and given an absolute or conditional discharge are advised to contact the Commissioner for Teacher Regulation for clarification of their status before undertaking a teacher education program. The criminal record check will be administered through the Teacher Education department and the Criminal Records Review Program.
See the Fees and Other Costs section. Books and additional supplies cost approximately $100 per course. The criminal record check (required by the Ministry for all prospective teacher candidates) is currently $28. As well, students must have reliable modes of transportation for travel to and from practica sites. Finally, other expenses will be incurred during the duration of the program including: fees for teacher certification, annual professional memberships, and costs incurred when acquiring a professional wardrobe. For additional information, please contact the Advisor.
The program is 10.5 months in duration and consists of three full-time semesters.
This is the suggested order and sequence of courses taken by all students within the cohort model.
Course | Title | Credits |
EDUC 410 | Education in a Diverse Society | 3 |
EDUC 412 | Introduction to Inclusive and Special Education in Elementary and Middle Schools | 4 |
EDUC 420 | Designs for Learning Elementary Language Arts | 4 |
EDUC 424 | Designs for Learning Elementary Mathematics | 3 |
EDUC 444 | Creating Positive Environments for Elementary Learning | 1 |
EDUC 445 | Lesson Planning and Assessment | 2 |
EDUC 446 | The Role of Technology in Teaching | 1 |
EDUC 447 | Indigenous Education and B.C. Schools | 3 |
EDUC 490 | School Experience (Practicum I) | 6 |
EDUC 495A | Applications of Reflective Practice I | 0.5 |
Course | Title | Credits |
EDUC 421 | Designs for Learning Elementary Social Studies | 2 |
EDUC 422 | Designs for Learning Elementary Fine Arts | 1 |
EDUC 423 | Designs for Learning Elementary Science | 2 |
EDUC 425 | Designs for Learning Elementary Physical and Health Education | 1 |
EDUC 448 | Conflict Resolution in Schools | 1 |
EDUC 450 | Language Teaching and Learning in a Plurilingual Society | 2 |
EDUC 452 | Unit Planning, Assessment, Evaluation, and Reporting | 2 |
EDUC 454 | Supporting Diverse Learners | 1 |
EDUC 492A | Integration of Knowledge and Practice (Practicum II, part I) | 6 |
EDUC 495B | Applications of Reflective Practice II | 0.5 |
Course | Title | Credits |
EDUC 442 | Introduction to Action Research | 1 |
EDUC 460 | Reform in Education | 1 |
EDUC 492B | Integration of Knowledge and Practice (Practicum II, part II) | 6 |
EDUC 495C | Applications of Reflective Practice III | 1 |
This is the suggested order and sequence of courses taken by all students within the cohort model.
Course | Title | Credits |
EDUC 410 | Education in a Diverse Society | 3 |
EDUC 413 | Introduction to Inclusive and Special Education in Secondary | 4 |
EDUC 431 | Designs for Learning Secondary English Language Arts | 3 |
EDUC 432 | Designs for Learning Secondary Social Studies | 3 |
EDUC 445 | Lesson Planning and Assessment | 2 |
EDUC 446 | The Role of Technology in Teaching | 1 |
EDUC 447 | Indigenous Education and B.C. Schools | 3 |
EDUC 449 | Creating Positive Environments for Learning in Secondary Classrooms | 2 |
EDUC 490 | School Experience (Practicum I) | 6 |
EDUC 495A | Applications of Reflective Practice I | 0.5 |
Course | Title | Credits |
EDUC 440 | Professional Communication in Schools | 1 |
EDUC 448 | Conflict Resolution in Schools | 1 |
EDUC 450 | Language Teaching and Learning in a Plurilingual Society | 2 |
EDUC 452 | Unit Planning, Assessment, Evaluation, and Reporting | 2 |
EDUC 454 | Supporting Diverse Learners | 1 |
EDUC 455 | Investigations into Secondary English Language Arts | 1.5 |
EDUC 456 | Investigations into Secondary Social Studies | 1.5 |
EDUC 492A | Integration of Knowledge and Practice (Practicum II, part I) | 6 |
EDUC 495B | Applications of Reflective Practice II | 0.5 |
EDUC 498 | Special Topics in K to 12 Education | 2 |
Course | Title | Credits |
EDUC 442 | Introduction to Action Research | 1 |
EDUC 460 | Reform in Education | 1 |
EDUC 492B | Integration of Knowledge and Practice (Practicum II, part II) | 6 |
EDUC 495C | Applications of Reflective Practice III | 1 |
Course | Title | Credits |
EDUC 410 | Education in a Diverse Society | 3 |
EDUC 413 | Introduction to Inclusive and Special Education in Secondary | 4 |
EDUC 435 | Designs for Learning Secondary Mathematics | 3 |
EDUC 436 | Designs for Learning Secondary Science | 3 |
EDUC 445 | Lesson Planning and Assessment | 2 |
EDUC 446 | The Role of Technology in Teaching | 1 |
EDUC 447 | Indigenous Education and B.C. Schools | 3 |
EDUC 449 | Creating Positive Environments for Learning in Secondary Classrooms | 2 |
EDUC 490 | School Experience (Practicum I) | 6 |
EDUC 495A | Applications of Reflective Practice I | 0.5 |
Course | Title | Credits |
EDUC 440 | Professional Communication in Schools | 1 |
EDUC 448 | Conflict Resolution in Schools | 1 |
EDUC 450 | Language Teaching and Learning in a Plurilingual Society | 2 |
EDUC 452 | Unit Planning, Assessment, Evaluation, and Reporting | 2 |
EDUC 454 | Supporting Diverse Learners | 1 |
EDUC 457 | Investigations into Secondary Science | 1.5 |
EDUC 458 | Investigations into Secondary Mathematics | 1.5 |
EDUC 492A | Integration of Knowledge and Practice (Practicum II, part I) | 6 |
EDUC 495B | Applications of Reflective Practice II | 0.5 |
EDUC 498 | Special Topics in K to 12 Education | 2 |
Course | Title | Credits |
EDUC 442 | Introduction to Action Research | 1 |
EDUC 460 | Reform in Education | 1 |
EDUC 492B | Integration of Knowledge and Practice (Practicum II, part II) | 6 |
EDUC 495C | Applications of Reflective Practice III | 1 |
In addition to time spent in teaching practica in schools, there are field experiences included within some courses and as part of the program. These field studies introduce teacher candidates to new places, methods and ideas, and complement the learning taking place on campus. For the most part, these field studies will take place during class time and notification will be given by the instructor ahead of time. Please note that there are certain risks associated with field studies off campus.
The BEd is a full-time cohort program where students take all courses together on the same schedule. To ensure that students progress through the program at the same pace and receive consistent exposure to all aspects of the BEd curriculum, there is limited transfer credit from other institutions or from other programs at UFV toward credit in the BEd program.
The following criteria are used to determine the applicability of transfer credit or other UFV credits to the BEd program or entrance requirements:
Once transfer credit has been evaluated through the process administered by the UFV Office of the Registrar, applicants should contact the Teacher Education department to determine whether courses assigned UFV transfer credit may be used toward the BEd admission requirements. When transfer credit to the BEd is not appropriate, unassigned transfer credit may be given towards electives for other UFV programs. Students should consult with the Education Advisor.
Teacher candidates must demonstrate a satisfactory level of understanding in all foundation courses, designs for learning courses, and short courses in order to receive credit. Courses are evaluated on a credit/no credit basis. Please note that the details of how a teacher candidate is evaluated in a course will be specified in each course outline. Teacher candidates must receive credit in the school experience and practica (EDUC 490 and EDUC 492) in order to complete the program. Moreover, teacher candidates are expected to be guided by ethically responsible professional conduct that includes behaviour consistent with the established Professional Standards for the B.C. Educators, as outlined through the B.C. Teachers' Council (BCTC).
Teacher candidates may request permission, in writing, to interrupt the BEd due to extenuating circumstances such as medical, personal, or financial difficulties. There is a Program Interruption form which must be completed by the candidate and reviewed by the department head. Conditions for the candidate’s re-entry into the program are specified at this time. Re-entry into the program must occur within two years of the interruption. A Program Interruption is not an option once performance issues have been identified.
Grading for all courses in the BEd is on a credit/no credit basis. Teacher candidates must achieve credit in all courses to maintain good standing in the program. When concerns arise with a teacher candidate’s performance in the program in relation to the BEd program goals, these are identified and documented. The department has a due process to address these concerns with a teacher candidate through a notice of concern, a notice of potential no credit grade, and assigning a no credit grade for a course. Candidates who do not achieve credit in a course cannot continue in the program and will be withdrawn. All teacher candidates have access to the BEd Handbook which further explains the program’s continuance requirements and due process.
Teacher candidates who withdraw from any of the BEd courses will be considered withdrawn from the program. See Re-application or Re-entry section below for information on completing the program.
Students will not be permitted to audit courses.
Depending on when the candidate is withdrawn from the program (whether voluntary or program-initiated), to return to the program the candidate will complete either a re-application or a re-entry as outlined below.
Candidates who voluntarily withdraw, interrupt, or are withdrawn from any first-semester course (including EDUC 490) are required to re-apply as part of the regular admission process for the program. A previous admission does not provide any guarantee for re-application. If successful in their re-application, the candidate will be responsible for taking all program courses regardless of previously completed coursework. As a re-application is part of the regular application process, there is no time limit on a candidate’s re-application.
Candidates who voluntarily withdraw, interrupt, or are withdrawn from any second- or third-semester courses (including EDUC 492) may apply for re-entry to the BEd provided that they demonstrate evidence of meeting the terms detailed in the withdrawal documentation. An interview with the Admissions Committee may be required. Re-entry must be successfully achieved within two years after interrupting or withdrawing from the program. Deadline for re-entry is October 15 of the subsequent year after withdrawal. A candidate who re-enters the program is required to repeat the semester in which the withdrawal occurred. Only withdrawn candidates who successfully meet the conditions of their withdrawal and meet the required application deadline will be considered for re-entry into the program.
Requirements for re-entry may include one or more of the following:
Note: Although every effort is made to accommodate candidates who wish to re-enter the program in the semester of their choice, this cannot be guaranteed. Space availability for re-entering candidates, as well as the total number of applicants in any given semester, inevitably influences the possibility of re-entry, even for candidates who are otherwise qualified.
This is a full-time program in which all students take all of the courses. Thus, transfer of courses from other institutions or earlier studies will not be considered.
Upon successful completion of all program requirements, teacher candidates are recommended to the B.C. Ministry of Education through the Teacher Certification Branch for professional certification. In addition, BEd graduates will receive a Bachelor of Education from UFV.
For complete details on courses see the course descriptions section.