The UPRP EPP Conceptual Framework guides the components of the professional knowledge base of the Program and the application of this knowledge to impact student’s learning. The Conceptual Framework, originally developed and approved by the unit in 2006 and revised in 2009 and 2012, seeks to develop reflective, professional education leaders, committed to the service of diverse learning communities in Puerto Rico as well as abroad. Its philosophical foundation is sustained by pragmatic ideas within a cognitive and socio-cultural theoretical framework of Brunner (1966), Dewey(1938),  Hostos (1969), Piaget (1969), and Vygotsky(1962), which prepares candidates to act according to the power that knowledge confers, and to know what to do, why it is necessary to do it, and when it is necessary to do it.

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       The EPP Conceptual Framework provides the structure for the Program in levels K-3 and 4-6, as well as the basis for the development of knowledge, skills, and dispositions that a teacher candidate must possess in order to teach in diverse educational scenarios. It is expected of candidates to possess and demonstrate the knowledge and the understanding of diverse family cultures and recognize the value of working in collaboration with parents and families and other personnel within the community in general, through their educational practices. The key program components presented in the EPP Conceptual Framework are evident in coursework, fieldwork and clinical practice. The indicators of the education graduate’s competences are in alignment with state, professional, and institutional standards. Candidates are able to understand through their coursework and their assessment, the importance of respecting diversity, maintaining professional standards, reflecting on their impact on student learning and becoming agents of change in their educational communities. Candidates understand that through their coursework, fieldwork and clinical practice, in a variety of ways they will be assessed on content knowledge, pedagogical knowledge, diversity, technology, professionalism, assessment and evaluation.

EPP conceptual framework is consistent with institutional Goals, Council of Higher Education of Puerto Rico (CHE) state standards, Council for the Accreditation of Education Preparation (CAEP) and Interstate New Teacher Assessment and Support Consortium (INTASC) performance standards.