Each student also brings life experiences to the learning process, and the student’s socio-cultural background and spiritual beliefs influence the development of his/her knowledge and beliefs about teaching and learning (Vygotsky, 1978). Pre-service teachers, administrators, or counselors often bring into the university classroom “a strongly constructed practical theory” based upon at least 12 years of observations and experience with traditional teaching practices (Davis, 2000, p. 186). These personal practical theories, influenced by years of experience in settings where learning meant knowing the right answer are often firmly established and resistant to change (Rand, 1999; Rodgers & Chaille, 1998; Rodgers & Dunn, 2000; Stuart & Thurlow, 2000). Therefore, the role of educator preparation is to help pre-service educators explore and expand upon their life-experiences and personal theories about learning and teaching through course work and authentic field experiences (Rodgers & Chaille, 1998). In the realm of classroom management, for example, candidates are challenged to develop a philosophy of classroom management by exploring various traditional and contemporary theories on how children and adolescents develop socially and morally. Faculty assist students in broadening their perceptions of their role as a reflective, problem-solving professional educator by surfacing their life experiences with involvement in participatory learning, classroom discussions, exploration of management theories, and experimentation with management techniques. Through these interactions, candidates are encouraged to construct a personal philosophy and practical plan for classroom management that is much broader than disciplinary approaches or punishment. Methods classes provide another venue through which candidates are assisted in surfacing their beliefs about instruction and learning. In methods classes and in the field experiences integrated into those classes, students experience the teaching and learning process by participating in and being responsible for classroom instruction. By providing multiple opportunities for our students to be active participants in actual classroom encounters, faculty help candidates develop a personal approach to classroom instruction that relies on a wide variety of teaching and learning strategies rather than relying heavily or predominantly on lecture as the method of providing instruction. Furthermore, faculty, through their own teaching practices, model for candidates a variety of instructional strategies utilizing active and participatory learning techniques, critical and reflective thinking, and exposure to contemporary literature for the purpose of helping students to construct a strong foundation of professional competencies.

Beyond the University classroom and field experiences, MBU candidates for licensure are expected to participate in professional education organizations offered on campus as yet another mechanism for broadening their understanding of the profession and its standards. Organizations such as Kappa Delta Pi, Student Association of Curriculum and Supervision Development, Student Missouri State Teachers Association, and MBU Human Services Club provide candidates with leadership opportunities, opportunity for networking with future teachers, counselors, and school leaders across the state and nation, and demonstrate to candidates that education is a profession that demands continual personal, pedagogical, and practical development.