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Master of Education in Teacher Education

An Initial Licensure Program for Teaching Science, Mathematics or World Languages

The BGSU Master of Education (M.Ed.) in Teacher Education program is designed to meet students’ needs. Applicants must have earned a baccalaureate degree from an accredited four-year institution in a major or equivalent and minor or equivalent in appropriate content area(s) (e.g., biology, chemistry, Chinese, French, geology, German, Italian, Japanese, Latin, mathematics, physics, Russian, Spanish) or closely related fields with an overall GPA of 3.0 or better, a GPA of 3.0 or better in major/minor content area(s), and passing scores on the ACTFL OPI and WPT (world languages) or the OAE in the content area(s) of specialization within two years of the date of application.

The M.Ed. in teacher education curriculum provides far greater breadth and rigor than the state alternative licensure route. Students in this program must complete a minimum of 45 semester credit hours, including a classroom-based action research thesis project.

Two Track Options

Option I is for students seeking licensure at grades 7-12 (adolescent to young adult) in integrated mathematics, integrated science or other science field.

Option II is for students seeking licensure at grades K-12 in world languages.

Students in both tracks take one content methods course and complete up to 45 credit hours. Although the M.Ed. in teacher education is an initial licensure program, it differs from BGSU’s undergraduate teacher preparation program in its attention to higher order analysis, research and theory based application, and the evaluation of instructional methods throughout all coursework. Furthermore, students engage in a nine credit-hour research component that includes a research-based capstone project.

Required Coursework

Professional Education (21 credit hours)
Options I and II
EDFI 5020: Assessment and Evaluation in Education
EDFI 6030: Social and Cultural Foundations of Education
EDFI 6720: Psychological Foundations of Education
EDIS 5310: Teaching Students with Special Needs
EDTL 5200: Content Literacy P-12
EDTL 6000: Foundations of Teaching
EDTL 6120: Classroom Technology for Teachers

Content Methods (3 credit hours)
Option I
One course selected from:
EDTL 5740: Mathematics Methods for the AYA Teacher
EDTL 5750: Science Methods for the AYA Teacher

Option II
EDTL 5290: Teaching World Language Skills

Student Teaching (6 credit hours)
Options I and II
EDTL 6890: Teaching Internship

Research (9 credits)
Options I and II
EDFI 6450: Using K-12 Assessment Data to Improve Practice
EDTL 6530: Qualitative Approaches to Classroom Inquiry
EDTL 6840: Directed Research

Content Electives (6 credit hours)
Options I and II
To be taken at any point within the program in consultation with program coordinator

15-Month Program

The M.Ed. in teacher education is an intensive, full-time cohort course of study. All students are expected to complete the program in 15 months. Courses begin in the summer and focus on professional education, including psychological foundations, social and cultural foundations, classroom technology, special education and methods of conducting qualitative research in education. There is a 15-contact-hour early field experience focused on teaching students with special needs.

The fall semester is the methods block, which includes four courses that integrate coursework and assignments with a 216-contact-hour teaching field experience in grades 7-12 classrooms for mathematics and science education and K-12 for world language, and one content course. The spring semester includes 15 weeks of student teaching, a research course and a content course. Students finish writing their research-based capstone projects during the second summer session and graduate in August.

Curriculum by Semester

EDFI 6030     Social and Cultural Foundations of Education
EDTL 6000    Foundations of Teaching
EDTL 6530    Qualitative Approaches to Classroom Inquiry

EDTL 6120    Classroom Technology for Teachers
EDIS 5310    Teaching Students with Special Needs
EDFI 6720    Psychological Foundations of Education

EDFI 5020    Assessment and Evaluation in Education
EDTL 5200    Content Literacy P-12

One of the following:
EDTL 5740    Mathematics Methods for the Middle Childhood and AYA Teacher
EDTL 5750    Science Methods for the Middle Childhood and AYA Teacher
EDTL 5290    Teaching World Language Skills

Content Elective
Additional course if necessary for licensure

EDTL 6890     Teaching Internship
EDFI 6450      Using K-12 Assessment Data to Improve Practice

Content Elective
Additional course if necessary for licensure 

EDTL 6840    Directed Research

Admission Requirements

• Two copies of official transcripts from all colleges and universities previously attended;
• OAE scores obtained within two years of date of application to BGSU;
• TOEFL scores if the applicant’s native language is not English;
• Three letters of recommendation;
• Statement of Professional Objectives describing the applicant’s motivation for pursuing graduate study; and
• Good Moral Character Statement of Assurance.

• Baccalaureate degree from an accredited four-year institution;
• 3.0 or better overall GPA;
• Major, minor or equivalent in appropriate content area(s) (e.g., biology, chemistry, French, geology, German, Latin, mathematics, physics, Russian, Spanish) or related fields; and
• 3.0 or better GPA in major/minor content area(s),
• Successful completion of a structured interview for dispositional assessment; and
• Documentation of passing scores on the ACTFL OPI and WPT (world languages) or the OAE in pedagogy and content area(s) of specialization taken within two years of the date of program application.  

While students are required to pass the Ohio Assessment for Educators prior to admission in order to demonstrate their content knowledge, students’ transcripts will also be carefully reviewed by faculty members in the relevant content area to ensure students have adequate backgrounds to be effective teachers. In cases where students lack particular areas of expertise, they will be advised regarding specific content courses that can address any gaps. The final admission decision will be made at the discretion of the Coordinator based on the applicant’s attainment of the admission requirements, performance during the structured interview, and the quality of the letters of recommendation.