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Teaching, Learning, and Teacher Education, PhD

The Ph.D. and Ed.D. programs in Teaching, Learning, and Teacher Education prepare graduates to serve as researchers and teacher educators in universities and colleges, curriculum developers and evaluators in educational agencies, curriculum specialists in school districts and state departments of education, and instructional leaders and classroom teachers in K-12 schools.

Coursework and research experiences address a range of practice-based and theoretical problems in schools and community settings from sociopolitical, cultural, philosophical, psychological, and historical perspectives. Taking an interdisciplinary stance, faculty and students explore issues of equity, social justice and educational change in a range of formal and informal educational settings. Through their programs of study, students select focal areas such as teaching and learning, research and practice in teacher education, mathematics or science education, and the study of urban education and urban contexts. Applicants interested in the focal area of literacy are encouraged to consider the doctoral program in Reading/Writing/Literacy.

For more information: http://www.gse.upenn.edu/tll/tlte/phd

View the University’s Academic Rules for PhD Programs .

The program requires a minimum of 12 course units beyond the master's degree.

Chosen in consultation with an advisor.

Electives may be taken outside of GSE with advisor approval. Electives must be 5000 level or above.

A non-credit bearing Research Apprenticeship Course is required from second semester of first year forward in the Professional Experiences Strand. 

Required Milestones

Qualifications evaluation (also known as program candidacy).

A Qualifications Evaluation of each student is conducted after the completion of 6 but not more than 8 course units. The evaluation is designed by the specialization faculty and may be based on an examination or on a review of a student’s overall academic progress.

Preliminary Examination (Also known as Doctoral Candidacy)

A Candidacy Examination on the major subject area is required.  The candidacy examination is a test of knowledge in the student's area of specialization, requiring students to demonstrate knowledge and reasoning in the key content areas in their specialization as defined by their academic division. This examination is normally held after the candidate has completed all required courses.

Oral Proposal

All doctoral candidates must present their dissertation proposals orally and in person to the dissertation committee.

Final Defense of the Dissertation

The final dissertation defense is approximately two hours in length and is based upon the candidate’s dissertation. 

The degree and major requirements displayed are intended as a guide for students entering in the Fall of 2024 and later. Students should consult with their academic program regarding final certifications and requirements for graduation.

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PhD in Teacher Education and Teacher Development

The PhD in Teacher Education and Teacher Development is the first of its kind in the region–and one of only a few in the country–and is based on the most current research in teacher preparation and learning. It builds on Montclair State University’s nationally recognized programs in teacher preparation and provides a unique opportunity for those who wish to become future leaders in the preparation and development of teachers.

Program graduates will seek employment in colleges and universities, schools and school districts, state agencies, professional development organizations and foundations as academic faculty members, researchers, school and district leaders and supervisors, staff developers, education policymakers and consultants.

Program Description

The education of young people for active participation in a democratic, diverse and information-based society depends on the knowledge, skills and commitment of practicing teachers. There is an increasingly urgent need for well-qualified teachers across the United States and especially in high-poverty urban school districts. Attending to the initial preparation and ongoing professional development of teachers is therefore fundamental to the well being of society. In keeping with this priority, the PhD in Teacher Education and Teacher Development aims to develop scholars and practitioners who will assume positions as teacher educators, defined broadly to include: (a) professors in schools and colleges of education, community colleges and adult education programs responsible for preparing the future generation of teachers; (b) educational leaders in schools and school districts involved in mentoring student teachers and in designing and implementing induction programs for novice teachers as well as professional development opportunities for all teachers; and (c) leaders in state departments of education and other agencies helping to establish policy and design programs to improve the quality of the teaching force. Drawing on the recognized excellence of Montclair State’s undergraduate and master’s level teacher education programs, including a strong connection to public schools, the program offers students the opportunity to engage in advanced study of how teachers learn to teach in multicultural contexts and how they develop throughout their careers.

Director:  Dr. Emily Hodge Office:  University Hall, Room 2146 Phone Number:   973-655-3698 Email:   [email protected]

Director:  Dr. Jeremy Price Office:  University Hall Phone Number:   973-655-5170 Email:   [email protected]

Program Associate:  Marcia Adirim Office:  University Hall 2128 Phone Number:   973-655-7332 Email:   [email protected]

Department of Teacher Education

• Teacher Preparation
• Master of Arts in Teaching and Curriculum

Ph.D. in Curriculum, Instruction and Teacher Education

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Our mission with the Curriculum, Instruction and Teacher Education (CITE) doctoral program is to prepare students to be leading scholars and educators who deeply understand and work to improve education in its political, social and cultural contexts.

COMPREHENSIVE CURRICULUM, TAILORED TRAINING

We combine internationally renowned faculty, an interdisciplinary approach, exposure to multiple ideas and flexibility in study through a variety of focal areas to create a one-of-a-kind learning experience tailored to your professional career objectives.

Make your own course of study

Ph.d. personalized.

Create your own path through the program by  choosing your courses .

DYNAMIC PROGRAMMING

Students can shift their  academic focus  throughout the program.

We have you covered

Our students currently get full funding for up to five years, which includes opportunities for assistantships, fellowships, study abroad, conferences, scholarships and more.

Point of Distinction

For six straight years, Michigan State University has been ranked No. 1 in the nation for curriculum and instruction, according to U.S. News & World Report.

The CITE program environment is academically rigorous, socially conscientious, and at the same time supportive of students. This is a rare combination, which makes it an extraordinary doctoral program. VIVEK VELLANKI CITE Alum

Research across the College of Education

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Phd, teaching and learning.

The ​​48-60 credit PhD in Teaching and Learning is a highly customizable degree that will prepare you for a promising career as a scholar, researcher, and educator. Tailored to your research interests, the degree offers specialized training on one of seven concentrations: history, social studies, and global education; literacy education; mathematics education; early childhood and childhood education; science and environmental education; urban education; or special education.

Core Course Sequence

You’ll take courses in foundations, cognate  areas of interest, research methodology, and dissertation research and preparation. You’ll receive extensive faculty mentoring, allowing you to engage in a highly individualized curriculum that gives you both the flexibility and the resources and guidance to pursue a specialized research interest.

Curricular Requirements

Program requirements.

Additional Program Requirements

In each of the fall and spring semesters of Years 1, 2, and 3 of PhD study, all full-time students are required to enroll in a 0-credit research experience course.

The written candidacy requirement consists of either a qualifying paper or a written exam. The oral candidacy requirement will consist of a comprehensive exam scheduled after coursework has been completed and preferably no later than the Fall semester of the third year.

Once advanced to candidacy, students then form their dissertation committees and proceed to develop a dissertation proposal. Committees will consist of at least three members: a chair from Teaching and Learning and two additional members from within or outside of Teaching and Learning. At least one member should be in the student's program area.

Upon completion of the dissertation and its approval by dissertation committee members, a defense will be held with the student, chair, committee members, and at least two additional faculty members who did not serve on the dissertation committee, one of whom must come from outside the program. The defense serves as the final stage of the doctoral process.

Sample Plan of Study

Following completion of the required coursework for the PhD, students are expected to maintain active status at New York University by enrolling in a research/writing course or a Maintain Matriculation ( MAINT-GE 4747 ) course.  All non-course requirements must be fulfilled prior to degree conferral, although the specific timing of completion may vary from student-to-student.

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• PhD in Education, Teaching-Learning Processes
• College of Education
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Become a scholar in the fields of teaching and learning.

If you’re an educator who wants to take risks and try new innovations, what could be more exciting and fulfilling than researching, developing and improving the methods in which teachers teach and students learn? The Doctor of Philosophy in Education, Emphasis in Teaching-Learning Processes degree program at the University of Missouri–St. Louis helps you explore and gain expertise in a diverse realm of topics that support new and transformational instructional practice. Students in the PhD in Education, Emphasis in Teaching-Learning Processes program work under the guidance of a doctoral advisor, as well as with faculty who provide the support necessary to accomplish their goals. The degree program requires a minimum of 60 credit hours beyond a master’s degree, including six hours of dissertation research. For those who have not completed a master’s degree, a minimum of 90 postbaccalaureate hours is required, including six hours of dissertation research.

During the PhD program, students will design and produce rigorous research projects as an independent scholar using qualitative, quantitative and/or mixed methods approaches. They will learn to communicate effectively and engage with others constructively across contexts, languages and media. They will also access, critically examine and use theoretically informed literature in human development, the science of learning and sociocultural factors to explain variations in learning and developmental pathways.

Upon completion of the program, graduates will be able to apply and demonstrate leadership skills to promote community engagement or civic action to benefit the public good related to teaching and learning processes settings. They will be able to use statistics intelligently and make ethical decisions integrating multiple perspectives using reason, evidence, and teaching and learning processes. They will also analyze, categorize, and evaluate qualitative, quantitative, and/or mixed methods approaches within an education context.

The available specializations may include:

• Literacy and Language Arts
• Special Education
• Applied Behavior Analysis
• Inclusive Postsecondary Education for Students with Disabilities
• Teaching English to Speakers of Other Languages
• Culturally Sustaining Pedagogy
• Global Education
• Curriculum 
• Social Studies Education
• Health and Physical Education
• Educational Technology
• Outdoor and Experiential Education
• Social Justice in Learning
• Music Education

Plan of Study

Non-Missouri Residents: Prospective students are responsible for reviewing the UMSL state authorizations page to see if this program is offered in their state throughout their program and to review the licensure or certification requirements for the state in which they reside.

Deadline to Apply:

Questions? Ask an advisor:

Alexandra Gresick 265 Marillac Hall (314) 516-5107 [email protected]

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College of Education programs are accredited by: CACREP , Counseling; NASP , School Psychology; and AAQEP Teacher Education.

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School of Education

• Doctoral Programs

Ph.D. in Curriculum and Instruction – Specialization in Teacher Education and Curriculum Studies (Teacher Education Focus)

Teacher education and curriculum studies.

This program is designed for students who wish to be involved in the preparation of preservice teachers, either as university faculty, researchers, and/or program directors.  

The track blends exploration of theoretical research, program design, and clinical practice. Three required courses are typically paired with practical experiences and internships, such as teaching courses for preservice courses or supervising student teachers through the Office of Teacher Education.

Developing expertise in teacher education is often an especially beneficial career move as well, as the majority of university faculty positions in departments and schools of education involve working with preservice teachers.

Application Deadlines

Admission Requirements

The Graduate Studies Office will accept unofficial transcripts and self-reported test scores for admission reviews. Any admission made with these documents would be conditioned on receipt of official documents, which should be provided as soon as possible.

If you are currently enrolled or have applied in the past year, you are eligible for a reduced application fee of $35. Learn more »

• Bachelor’s degree from an accredited institution
• Minimum undergraduate GPA of 2.75 out of 4.00
• Personal statement
• Resume (required from international students only)
• Two letters of recommendation
• Minimum 79 TOEFL score or minimum 6.5 IELTS score or minimum 115 Duolingo score (international students only)

Learn more about how to apply

Program Requirements

• Ph.D. in Curriculum and Instruction – Specialization in Teacher Education and Curriculum Studies (Teacher Education Focus) Requirements

Costs listed are per credit hour.

2023-2024 Academic Year

2024-2025 Academic Year

*Does not include all fees, which will vary depending on the number of credits enrolled. Find more information and calculate your expected costs at Student Central .

• Learn about the variety of fellowships and assistantships available to graduate students.
• Visit Student Central for information about financial assistance.
• Consult your employer about the availability of tuition reimbursement or tuition assistance programs.
• Active duty military, veterans, and military families should visit the Center for Veteran and Military Students to take full advantage of available financial assistance and educational benefits.
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Our faculty

• Testimonials
• Curriculum Studies Graduate Student Portal

Keith Barton

Daniel Castner

Assistant professor.

Alexander Cuenca

Associate professor.

Kathryn Engebretson

Associate professor; associate department chair.

Robert Kunzman

Professor, armstrong chair for teacher education 2015.

Mary McMullen

Keith Barton ED 3234 (812) 856-8058 kcbarton@indiana.edu

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QUICK FACTS

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• Application requirements:  Online application, personal statement ( click here for tips on writing a compelling personal statement ), two writing samples, transcripts, proof of  English language proficiency , two letters of recommendation, and a minimum GPA of 3.0 for undergraduate work.
• International students: Please visit this page for information regarding transcript evaluation requirements.
• Deadline(s):  Dec. 1 for spring or April 1 for a summer or fall start. The application and all supporting materials are due by the listed deadlines.
• Course Requirements:  48 credits
• Typical Course Load:  Fall (2 courses), Spring (2 courses), Summer (1-2 courses)
• Time to Completion:  Varies 
• Culminating Experience:  Doctoral candidates must pass a qualifying examination before conducting a doctoral research project and writing their dissertation, which is the culmination of the program
• Alumni Current Positions:  Graduates work as college and university administrators, website designers, faculty in higher education and educational researchers as well as those who work in professional development and education for the corporate sector and institutions, such as museums and hospitals

Technology continues to change the educational landscape profoundly, presenting opportunities and challenges for those who seek to create the best practices and tools for teaching all learners. 

For the post-master’s Ph.D. in Teaching, Learning and Technology, doctoral students work closely with faculty to develop innovative curricula and creative learning environments that integrate technology to reach audiences from early childhood to adulthood with a broad range of abilities and backgrounds. The program prepares students to conduct educational research and apply their findings to advance educational theories, methods, assessments, and practices in a variety of learning environments. 

The program prepares graduates for a broad range of careers, including faculty in higher education, educational researchers, instructional and learning designers, college and university administrators, as well as those who work in professional development, training, and education for the corporate sector and institutions, such as museums and hospitals.   

Doctoral candidates take a minimum of 48 credits, which includes such courses in the areas of instructional and learning design, technology development and integration, as curriculum theory and design, and research methods. Coursework is individualized in keeping with each student's chosen concentration and many of the assignments are project-based, enabling students to apply concepts they are learning to their area of interest.

In addition to the coursework, doctoral candidates must pass a qualifying examination, complete a doctoral research project, and write their dissertation, which is the culmination of the program.  

There are options for students to pursue the doctorate part-time or full-time. For the convenience of working professionals, the majority of the classes are held in the late afternoon or evening with some online classes available. 

Throughout, they work closely with their adviser and have opportunities to collaborate on articles for professional journals in the field. 

Descriptions of courses can be found in the course catalog .

Optional Practical Training (OPT) lets eligible F-1 students work in their field of study in the United States for 12 to 36 months after completing their program. Most students studying on F-1 visas become eligible for 12 months of Optional Practical Training (OPT) off-campus work authorization. F-1 students with a degree in a STEM field—science, technology, engineering or math—may be eligible for a 24-month extension of their 12 months of OPT. Thus, students with an F-1 visa in our program may be eligible for the STEM OPT extension, which allows for up to a total of 36 months of Optional Practical Training off-campus work authorization. For more information on who is eligible to apply for this extension visit Lehigh’s Office of International Students and Scholars: STEM OPT Extension ( https://global.lehigh.edu/ oiss/current-students/stem- opt-extension ).

• International Applicants

Doctoral in Teaching

Doctorate (edd, phd), edd deadlines.

Applications are currently closed and will open on September 1, 2024. We welcome applications on a rolling basis. The next priority application deadline is November 1, 2024.

Full and Partial Assistantships

Online Learning Options

Full-Time or Part-Time Options

Program Overview

Whether you want to become a teacher educator or faculty in higher education institutions, pursue a leadership role in the teaching profession, or contribute new knowledge about teaching and learning, Warner’s flexible doctoral programs in teaching will help you achieve your goals.

We invite you to check out our doctoral programs, and see how you can benefit from the expertise and support of faculty involved in cutting-edge research and innovative education reform projects, while pursuing your specific interests.

Warner School PhD and EdD programs can be easily customized to meet your specific career goals and interests related to teaching and curriculum. Whether you are interested in specializing in specific subject areas, focusing on a specific age group, or pursuing more general topics like urban education, learning in the digital age, or health professions education, just to name a few, Warner will work with you to help you achieve the goals for your doctoral program.

Key Program Features

• Minimum Credits:  90 graduate credits; some of which can be transferred from previous programs (up to 30 credits for PhDs; up to 36 credits for EdDs).
• Customizable: With only six required courses, it’s easy to choose electives in your specific areas of interest, tailor projects in most courses, and most importantly select your dissertation topic.
• Choice of Research Methods: Benefit from a vast array of research methods courses, and choose from a variety of research methods for your dissertation.
• Exciting Research Opportunities:  Warner faculty are always working on exciting research and reform projects that provide opportunities for apprenticeships as well as interesting contexts for your dissertation.
• Flexible: Programs can be completed on a full-time or part-time basis, starting in any semester; minimum one year full-time residency requirement for PhD students only.

Prerequisites

• Prior preparation and experience as an educator.
• Prior master's degree highly desirable; most students will have already completed a master's program.

Scholarships, Tuition, & Financial Aid

Many of our full-time doctoral students benefit from full and partial assistantships to support their studies while gaining valuable career experience at the same time. 

Doctorate Program Options

What's the Difference Between an EdD and PhD?

PhD in Education with Concentration in Teaching, Curriculum and Change

Prepares graduates for academic positions in universities and other higher education settings, as well as research positions in government agencies or other educational organizations. View coursework for the PhD in Education with specialization in teaching, curriculum and change.  

EdD in Teaching & Curriculum

Prepares and supports experienced educators for leadership positions in their field, as well as selected higher education faculty positions; can be completed on a part-time basis while maintaining full-time employment.  You can choose among two options to complete the same program requirements.

Choose our accelerated EdD option , featuring a highly structured, faculty-supported, and cohort-based approach that utilizes an action-research study related to your job, that can be completed in as few as three years by taking coursework in a prescribed sequence. Alternatively, opt for the  traditional EdD option , which offers more flexibility in dissertation methodology and pace and typically takes longer to complete.

Customize Your Degree

Our degrees are designed to meet your interests and career aspirations. Whether you want to add an advanced certificate or specialize in a distinct area of emphasis, we can help craft the best option for you.

Ready to Apply?

Career opportunities.

Warner EdD graduates hold positions such as teacher leaders, department chairs, and curriculum coordinators in K-12 schools; faculty and program directors in a variety of teaching and community colleges; clinical faculty at research universities; as well as other faculty and academic leadership positions.

Warner PhD graduates hold tenure-track and clinical faculty positions in a variety of higher education institutions, including research universities in the United States and abroad as well as faculty positions at four-year colleges, community colleges, and specialized professional schools.  Many have pursued academic leadership positions, becoming successful program directors, chairs, and deans at their respective colleges and universities.  Some graduates pursue less traditional positions, including roles with not-for-profit education organizations in areas involving program development and evaluation.

Key Program Faculty

Nancy Ares Foundations of education; diversity in education

Raffaella Borasi Math education; teacher education; learning in the digital age; entrepreneurship in education

Jeffrey Choppin Math education; teacher education

Mary Jane Curry Academic writing; TESOL

Michael Daley Science education; learning in the digital age

Samantha Daley Disabilities; inclusion; special education

David Hursh Foundations of education; policy; elementary education; social studies education; diversity in education

Jayne Lammers English education; learning in the digital age; literacy learning

Joanne Larson Literacy learning; elementary education; urban education; diversity in education

April Luehmann Science education; teacher education; learning in the digital age; informal learning

Kevin Meuwissen Social studies education; teacher education

Martha Mock Disabilities; inclusion; special education; early childhood education

Hairong Shang-Butler TESOL; academic writing

Carol Anne St. George Literacy learning; teacher education

Contact Admissions

(585) 275-3950

[email protected]

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Receive a $70 application fee waiver when you complete the form below.

Take a Course Before You Apply

Take a course before you apply to one of our programs for a discounted price. Inquire with admissions to learn about credits that also apply toward degree requirements.

Related Certificates and Degrees

Related advanced certificates.

Minimal additional credits required.

• Advanced Certificate in Program Evaluation
• Advanced Certificate in Online Teaching
• Advanced Certificate in Teacher Leadership
• Advanced Certificate in Urban Teaching and Leadership

Related degrees

• EdD/PhD in Higher Education
• PhD in Educational Policy
• EdD in Educational Leadership
• EdD/PhD in Human Development
• EdD/PhD in Counseling

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Doctor of Philosophy - Teacher Education

Jump to section:, learning outcomes, career possibilities, requirements.

• Documents and Downloads

The Ph.D. in Teacher Education in the Department of Teaching & Learning is projected for professional educators who have an interest in becoming practitioner-oriented scholars in teacher education and who are interested in teacher education as a content area for research. Completing this degree will enable individuals to answer the national call for teacher educators and researchers in this field. The program is one of only a few in the nation devoted to teacher education.

Available Options

Post-bachelor’s track, post-master’s track, accreditation.

For information regarding accreditation at UNLV, please head over to Academic Program Accreditations .

Upon completion of this program, graduates will be able to:

• Demonstrate college-level teaching experience.
• Connect theory and research related to teaching and learning to the practice of teaching in schools and to the practice of teaching university courses.
• Design and conduct research using quantitative and qualitative methodologies with particular emphasis on applied research in the context of diverse schools.
• University or college professor
• Curriculum leader
• Educational consultant
• Researcher at private and public institutions
• District administrators
• Director/administrator of state and national departments of education

Documents/Downloads

Plans of study.

• 2020-21 31.07 KB
• 2019-20 29.29 KB
• 2018-19 29.52 KB
• CIG 761 229.35 KB
• CIG 790 196.01 KB

Degree Worksheets

Graduate handbooks.

• Program Handbook 340.2 KB

Additional Downloads

Related links.

• 2024-25 27.86 KB
• 2022-23 27.26 KB
• 2021-22 24.65 KB
• 2024-25 24.4 KB
• 2022-23 23.79 KB
• 2021-22 22.19 KB

Graduate Coordinator

Merryn cole, ph.d..

Associate Professor

Department of Teaching and Learning

The central mission of the Department of Teaching and Learning is to perform educational research and prepare educators at all levels. We ensure that our professional education programs are based on essential knowledge, established and current research findings, and sound professional practice.

College of Education

The College of Education creates an intellectual environment that promotes quality instruction, significant research, and professional service. With four unique departments, graduates receive the necessary tools and experiences to make an impact on local, national, and global scales.

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You are here, become a teacher.

Our teacher education programs prepare highly qualified teachers, ready to transform education using student-centered practices in a variety of school settings. All programs emphasize our commitments to diversity and equity, practice, and inquiry. Learn more about the  Collaboratory for Teacher Education at Penn GSE , home to our teacher education programs and our research in teacher education.

Master's Degree Programs in Teaching

Our several degree and certification programs are united by their extraordinary commitment to the preparation of teachers who are able to bring research and practice together so as to be able to use the power of teaching to deepen student learning, transform schools, and increase educational equity.

Urban Teaching Apprenticeship Program (UTAP)

Earn initial Pre-K-12 certification in 10 months while apprenticing in an experienced teacher’s classroom in a wide range of schools in Philadelphia.

• M.S.Ed. in Elementary Education + Pennsylvania PreK-4 Certification
• M.S.Ed. in Middle Level Education + Pennsylvania Grades 4-8 Certification
• M.S.Ed. in Secondary Education + Pennsylvania Grades 7-12 Certification

Urban Teaching Residency Program

Earn Pre-K-12 certification in 2 years while working as a teacher, teacher’s aide, or Teach for America Corps member in an urban school in Philadelphia.

• Master of Science in Education
• Teaching Certification in Pennsylvania
• General Education Certification or Special Education (dual) Certification

Independent School Teaching Residency

Become a teacher for grades 7-12 in an independent day or boarding school in a program that combines a 2-year, school-based fellowship with weekend and summer classes.

• Master of Science in Education 
• M.S.Ed. in Literacy Studies

Study literacy and language from sociopolitical, cultural, psychological, historical, linguistic, and literacy perspectives in this interdisciplinary program. Internships in schools and community and social service agencies allow you to work with learners across generations and cultures.

M.S.Ed. in Teaching English to Speakers of Other Languages (TESOL)  

Gain extensive hands-on experience in becoming a Teacher of English to Speakers of Other Languages (TESOL) in Philadelphia-area community settings and schools. 

• M.S.Ed. in Teaching English to Speakers of Other Languages

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Penn GSE offers continuing education and professional development through additional certifications and certificate programs.

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• Special Education
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Additional Certificate Offerings at Penn GSE

• Computational Thinking
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• The Center for Professional Learning
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• Penn Literacy Network

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• TeachPHL  is a resource for educators looking to work in Philadelphia.

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All of our teacher education programs lead to a master’s degree.

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Course type

Qualification, university name, phd degrees in teaching and training.

25 degrees at 18 universities in the UK.

Customise your search

Select the start date, qualification, and how you want to study

Related subjects:

• PhD Teaching and Training
• PhD Arts & Crafts Teaching
• PhD Arts & Crafts, Communication and Performing Arts Teaching
• PhD Health Care and Medicine Teaching
• PhD Languages and Reading Teaching
• PhD Learning Design and Development
• PhD Learning Resources and Educational Technology
• PhD Literacy and Special Needs Teaching
• PhD Mathematics Teaching
• PhD Music Teaching
• PhD Performing Arts Teaching
• PhD Science, Mathematics, Environment and Health Teaching
• PhD Sciences Teaching
• PhD TESOL (Teaching English to Speakers of Other Languages):
• PhD Teaching and Training In Post-Compulsory Education
• PhD Teaching and Training Methods

• Course title (A-Z)
• Course title (Z-A)
• Price: high - low
• Price: low - high

PhD Postgraduate Research in Education And Lifelong Learning

University of east anglia uea.

We are a top tier, research-led university and are committed to making a substantial impact on the global challenges facing society. Our Read more...

• 3 years Full time degree: £4,712 per year (UK)
• 6 years Part time degree: £2,356 per year (UK)

Teacher Education PhD

University of gloucestershire.

What is Teacher Education Our research strengths lie in curriculum studies, early years, leadership and diversity in education, learning Read more...

• 4 years Full time degree: £5,100 per year (UK)
• 6 years Part time degree: £3,400 per year (UK)

Education and Training, MPhil/PhD

University of greenwich.

Our research degree (MPhil/PhD) is ideal for professionals in education and other fields to conduct unique research in education and Read more...

• 3 years Full time degree: £4,786 per year (UK)
• 5 years Part time degree: £2,393 per year (UK)

Mphil Phd Applied Positive Psychology And Coaching Psychology

University of east london.

Studying for an MPhil/PhD with UEL's School of Psychology will push you to the limit - and our world-class academic staff will support Read more...

• 3 years Full time degree: £5,740 per year (UK)

PhD Education

University of hull.

About our programmes We offer postgraduate research options across a broad variety of topics ranging from technology enhanced learning, Read more...

Education PhD

University of nottingham.

Researchers in the School of Education are committed to investigating and advancing social justice within and through education. You will Read more...

• 3 years Full time degree: £5,100 per year (UK)
• 6 years Part time degree

Intellectual and Developmental Disabilities - PhD

University of kent.

The Centre offers excellent opportunities for full or part-time research in intellectual disability and community care leading to higher Read more...

Curriculum, Pedagogy and Assessment MPhil/PhD

Ucl (university college london).

The Department of Curriculum, Pedagogy & Assessment has specialist, research active staff able to supervise postgraduate research in the Read more...

• 3 years Full time degree: £7,580 per year (UK)
• 5 years Part time degree: £3,790 per year (UK)

University of West London

Our PhD in Education is supervised by our vibrant department, well connected to the wider research and scholarly community. The student Read more...

• 4 years Full time degree: £3,995 per year (UK)
• 6 years Part time degree: £2,000 per year (UK)

Education PhDs and Mphils (Distance Learning)

University of portsmouth.

If you're ready to take your knowledge and expertise in Education into a postgraduate research degree, then Portsmouth is the perfect place Read more...

• 6 years Distance without attendance degree: £2,393 per year (UK)
• 3 years Distance without attendance degree: £2,393 per year (UK)

PhD (Integrated) in Education

University of southampton.

Our iPhD could be right for you if you have a research study in mind that would make an original contribution to education but you do not Read more...

• 4 years Full time degree

Higher Education - PhD

Research on higher education at Kent focuses on higher education practices and policy, particularly as they relate to innovation, Read more...

Education, Practice and Society MPhil/PhD

The Department of Education, Practice and Society is one of the largest at the IOE, with research-active staff specialising in a wide Read more...

PhD Educational Research and Development

University of lincoln.

This PhD is a research qualification aimed at those who are, or aspire to be, senior academic or administrative leaders of primary, Read more...

• 2 years Full time degree: £4,830 per year (UK)
• 3 years Part time degree: £2,415 per year (UK)

Teacher Training and Education Existing Published or Creative Work PhD

University of sunderland.

A PhD by Published or Creative Work is designed for individuals with an existing portfolio of published work addressing a central Read more...

• 6 months Part time degree: £6,000 per year (UK)

Adult Education and Lifelong Learning PhD

University of warwick.

The PhD in Adult Education and Lifelong Learning allows you to undertake an in-depth analysis and research of adult education and lifelong Read more...

• 7 years Part time degree: £2,872 per year (UK)

Music Technology PhD by distance learning

University of york.

Our research degrees provide the opportunity to combine academia with creativity and innovation. Pioneer innovative research in key areas Read more...

• 3 years Distance without attendance degree: £4,786 per year (UK)

PhD Coaching and Performance Pathways (Centre for Improvement of Health and Wellbeing)

Buckinghamshire new university.

BNU welcomes applications for research degrees across a wide range of disciplines, including Nursing, health and wellbeing; Art, design, Read more...

• 30 months Full time degree: £4,800 per year (UK)
• 60 months Part time degree: £2,800 per year (UK)

University of Sussex

The PhD in Education gives you the opportunity to develop specialist knowledge in an area of interest and to hone advanced research skills. Read more...

• 4 years Full time degree: £4,786 per year (UK)

Queen's University Belfast

You’ll be part of a dynamic doctoral research environment and will study alongside students from over 25 different countries; we Read more...

• 6 years Part time degree: £2,393 per year (UK)

1-20 of 25 courses

Course type:

• Distance learning PhD
• Full time PhD
• Part time PhD

Qualification:

Related subjects:.

Educational Sciences for Teacher Education

• Pilestredet Campus, Oslo
• Rolling admission

This PhD program focuses on teacher education and vocational training within a national and international context. The programme is characterised by its focus on teaching, learning and socialisation in sociocultural and historical contexts.

Application procedures and admission requirements

Admission to this PhD programme is continuous. To apply you need a five-year master's degree or equivalent in teacher education or other qualifications in teaching education, educational sciences, or development studies.

Admission requirements: 

(1) To be admitted to the PhD Programme in Educational Sciences for Teacher Education, the applicant must normally have completed a five-year master’s degree programme (three years + two years) or equivalent teacher education, have other teaching qualifications, or a degree in science of education, development studies or other relevant education at a corresponding level in fields of relevance to teacher education.

(2) Applicants to the programme are normally required to have achieved a grade of B or better on their master’s thesis.

(3) Applicants who achieved a grade lower than B on their master’s thesis but who meet the general admission requirement, must have achieved a grade of C on their master’s thesis and an average grade of B or better for the rest of the master’s degree. For five-year integrated master’s degree programmes, the requirement for an average grade of B or better applies to the last two years of the master’s degree programme (cycle 2). In addition, the applicant must meet at least two of the following criteria:

• the applicant must be able to document scientific publication
• the applicant must have research-related work experience

(4) The grade requirement does not apply to applications for admission to individual courses.

(5) Applicants who hold a master’s degree with a scope of less than 120 ECTS credits can be admitted to the programme on the basis of an individual assessment. The master’s degree in question must formally qualify the applicant for admission to PhD programmes in the country in which the master’s degree was taken. Applicants must have written a master’s thesis as part of their master’s degree and been awarded a grade of B or better. The requirement for a grade of B or better for the master’ thesis cannot be waived for this category of applicants. Considerable weight will be given to the project outline’s quality, relevance and originality.

Requirements relating to the contents of applications for admission are set out in Chapter 2 of the Regulations relating to the Degree of Philosophiae Doctor (PhD) at OsloMet (hereinafter called the Regulations). The application for admission must document the applicant’s basis for admission and contain descriptions of the research project, a plan for implementation, funding, dissemination and stays at other institutions. The applicant must also describe his/her needs in term of supervision and infrastructure, and specify which language he/she prefers to write the thesis in, and any problems relating to intellectual property rights.

The faculty’s doctoral committee makes a decision on admission based on an overall assessment of the application.

On admission, the doctoral committee will appoint one or more supervisors. The main supervisor should preferably be affiliated to OsloMet. Admission is formalised in an agreement between the PhD student, the supervisor and the university, and, if relevant, other academic environments and institutions. The agreement regulates the parties’ mutual rights and obligations during the agreement period, cf. Chapter 2 of the Regulations, and complies with the template prepared by Universities Norway (UHR). The students will be affiliated to a research community in the relevant field.

Students who complete the programme are awarded the degree PhD of Educational Sciences for Teacher Education. In Norwegian: Ph.d. i utdanningsvitenskap for lærerutdanning.

Application for Admission to the PhD programme in Educational Sciences for Teacher Education (ansatt.oslomet.no).

Temporary suspension of admissions 

The Faculty of Education and International Studies has decided to temporarily suspend admission for external applicants to the Ph.D. programme in Educational Science for Teacher Education. The Faculty will therefore not accept applications from external applicants, that is those who receive funding from educational institutions other than OsloMet, for the period from 1 August 2020 to 31 July 2023. 

Exceptions will be made for the following subcategories in this group: 

• Applicants funded through Norwegian Public Sector Ph.D. 
• Applicants from Norwegian educational institutions that do not have a Ph.D. programme. 

The resumption date for admission of all external applicants is 1 August 2023 unless otherwise stated

About the programme

This PhD programme is multidisciplinary and teacher education and professionalism is explored by multiple methodologies and by comparative analysis. The target group of the PhD programme in Educational Sciences is dedicated individuals seeking theoretical challenges and qualifications as researchers in the field of educational sciences for teacher education.

The programme aims at offering

• high quality post graduate studies
• a stimulating and international research environment for PhD candidates
• contributions to research for teacher education at an international level
• an assurance that the PhD candidates complete their degrees within the nominal length of study
• an attractive and good learning environment for PhD candidates

The programme offers several courses and candidates from other programmes may apply for admission to the individual research courses.

Please note that you need funding to be qualified for admission to our PhD programme.

Programme description

For more information about this PhD programme, take a look at the programme description (student.oslomet.no) .

Courses in English Spring 2024

• Political Ecology of Education (PHUV9490)
• Discourses and Power (PHUV9340)
• Arts-Based Research Processes – An Introduction (PHUV9380)
• Contemporary Research in Nordic Early Childhood Education and Care (PHUV9480)

Courses in English Autumn 2024

• Inclusion and Diversity (PHUV9470)
• Knowledge and Misinformation: Teaching and Learning in a Digital Society (PHUV9510)
• Classroom Research (PHUV9370)
• Cultural-Historical Activity Theory – CHAT (PHUV9350)

Read more about PhD courses at the faculty .

PhD projects

Completed PhD defences at the faculty (page in Norwegian) .

This PhD programme qualifies you for a research career at universities and university colleges, as well as for positions in the public and private sector that require high academic qualifications.

You will qualify for research, education, development and other activities where there is requirement for a high level of scientific knowledge of teacher education, school and early childhood education and care, and socialisation. The programme develops theory of knowledge in teacher education as a separate field of research.

The programme has a distinctive scientific profile, as it connects research in and on teacher education and profession with research in and on professional practice in kindergartens and schools. The research is viewed from a national and an international perspective.

OsloMet offers career counseling to our Ph.D. students (ansatt.oslomet.no) .

Academic coordinator

Questions about this programme, phd at oslomet.

Read more about the PhD programmes (ansatt.oslomet.no).

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3 Things Principals Can Do to Make Teacher PD Better

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There is a wide gap between how teachers and school leaders view professional development. For many teachers, PD conjures up images of boring, one-sided lectures that have little to do with their classroom reality.

In fact, almost half of the 1,498 teachers surveyed by the EdWeek Research Center in October 2023 said they found their PD “irrelevant.” In stark contrast, only 16 percent of the 659 school leaders surveyed during the same period thought the same about teacher PD.

School leaders have tried different things to make the PD they offer more relevant and engaging for teachers. Some have encouraged teachers to pick a topic they’re passionate about, while others have moved mandatory PD modules online for teachers to complete at their convenience. Some school leaders believe frequent follow-up check-ins with teachers can help them apply what they learn in their PD sessions.

Still, it’s a struggle for school leaders to design the PD teachers want as they juggle district-mandated trainings and initiatives needed to meet their schools’ goals, said Brooklyn Joseph, a lead program facilitator with Lead by Learning, a program at Northeastern University where she partners with schools to design professional learning.

With all this information coming at them, teachers feel like they’re ingesting a lot of content that doesn’t always link back to their classroom practice, Joseph said during an Education Week K-12 Essentials Forum on school leadership last month.

Getting PD right isn’t just a time or resource challenge, Renee Gugel, an assistant professor of teacher leadership at the National Louis University in Chicago, said during the forum. To make PD fun and engaging for teachers, principals also need to build their own capacity.

“Sometimes, [the obstacle] is not knowing how to go about it,” Gugel added.

Gugel and Joseph made three key recommendations to school leaders on designing PD that’s useful to teachers. Their session can be viewed in the above video.

Start with the right information

Surveys at the start of the school year are a good way to pick up information on the kind of PD teachers want. The challenge is that school leaders seldom share or reflect on the results with teachers, Gugel said.

“It can be hard [for school leaders] to share the results. Teachers are going to say stuff you don’t agree with or feel offended by, because you planned the PD [sessions],” Gugel said.

But if school leaders can be transparent about the feedback in staff meetings, it can signal to teachers that they’ve been heard and their concerns are being addressed. “It’s an immediate climate shifter,” Gugel said.

The information loop shouldn’t be restricted to surveys. Joseph recommends creating “design teams” of veteran and new teachers across grades and subject areas who can help school leaders plan PD based on past survey feedback. Teachers may respond to PD better if their peers help plan it, Joseph said, and design teams can help make these sessions more relevant to their needs.

“School leaders don’t have to plan all the PD by themselves in a vacuum,” Joseph said.

Teachers should also have the option to answer survey questions anonymously, Gugel said, if they are nervous about openly critiquing a PD session planned by their principal.

Strike a balance between teacher agency and a school’s instructional goals

Effective PD should focus on one or two key topics chosen by teachers, Joseph said.

“Just like we provide structures and routines for students in classrooms to do their own independent learning, once we allow that choice [to teachers], we find that they want to explore [more] about their instructional practices. [Teachers] have to care about what they’re learning,” Joseph said.

Gugel added that PD should be actionable—teachers should be able to apply practices they learn during PD in their classrooms shortly after the session takes place.

The PD that emerges from this process, though, should not be completely detached from the school’s instructional goals.

The process to find the best PD should be grounded in a school’s data, Joseph said. School leaders and teachers can look at test scores as well as internal school indicators like student behavior. Teachers and school leaders should look at these data together and determine areas for improvement.

By doing that, Joseph said, teachers have the agency to choose their own PD but are still guided by the school’s overall instructional goals.

Some school leaders can be wary of giving too much choice to teachers. Gugel warned against this: “When teachers hear that their school leaders trust them to use their [PD] time well, that’s motivating in itself.”

The most popular form of teacher PD

The most exciting form of PD, both experts agreed, is when teachers can learn from each other.

Teachers learn from each other informally through observing classrooms or catching up over instructional strategies in their free time. But Gugel and Joseph recommended that school leaders also create more formal PD spaces for such sharing.

Then, teachers can share their experiences trying out new teaching methods and discuss new patterns of student learning. For instance, teachers can use these spaces to drill down on specific tactics like how to best organize a classroom to encourage student learning in smaller groups.

These “collaborative groupings"—as part of smaller professional learning communities or larger PD sessions—can also help newer teachers get a feel for what’s going on in their peers’ classrooms, and how they can adapt some of these instructional strategies in their own teaching, Joseph said. This type of PD is a useful way, too, for veteran teachers to share their experiences, instead of spending time going over trainings they’ve already had.

Arranging this opportunity for PD might be yet another task on a leader’s to-do list, but Joseph said it’s worth the effort.

“We want to have a vision for where we are taking teachers,” she said. “But we also want to provide space and time for teachers to take us on a different journey … [to] the place where they are feeling inspired and passionate.”

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• 110 Baker St. Moscow, ID 83843
• 208.882.1226

A Classical & Christ-Centered Education

Logos Summer Training

Save the Date!  June 25-26, 2025, with a pre-conference on June 24. 

Register Here (registration is closed for 2024; 2025 registration will open in spring 2025)

Logos Summer Training is intensive training for all who desire to acquire or improve their skills as classical and Christian educators, administrators, and board members.  Our Summer Training instructors are Logos teachers and administrators, and board members.  We’ve held this training annually since 1995, except in 2020 which was canceled due to COVID shutdowns.  This training is officially endorsed by ACCS (the Association of Classical & Christian Schools). 

We especially cater to new teachers, but half of our attendees are veterans.  Many come to Logos Summer Training again and again, since there is enough content that they don’t repeat.  

WHERE: Logos School – 110 Baker Street in Moscow, Idaho  83843.  

208.882.1226 (main office of Logos School). 

[email protected]  

Teacher Training Coordinator:  Lisa Bowen

MAIN CONFERENCE:  PLENARY SESSIONS & WORKSHOPS

The schedule will include two plenary sessions each day and more than 80 workshop offerings.  The workshops will be conducted by staff members of Logos School in Moscow, Idaho. 

Workshops will be offered in multiple tracks: Grammar (Elementary), Logic & Rhetoric (Secondary), and Administrative/Board.  Attendees are not locked into any one track; they may attend any session of interest. At check-in, you will receive a workbook with schedules, workshop outlines, maps, etc. Additional handouts will be provided for some sessions. Bring some pens, highlighters, and perhaps sticky notes. 

Teacher training is designed for all major subject areas (grades PK-12) using the classical method. Workshops will include time to discuss the methodology of each concept and various methods of teaching the material.   Administrators and board members will concentrate on the practical and philosophical considerations of operating a classical, Christian school. 

Every morning and afternoon will begin with a plenary session, followed by a choice of hour-long workshops.  We will allow time for Q&A in each workshop. Come prepared to interact! There will also be informal opportunities to get to know others and tap into their knowledge. 

A brief overview of a day of training during the Main Conference (Wed & Thurs)

See last year’s full 2024 Schedule here .

PRE-CONFERENCE:

On Tuesday, there is an optional pre-conference with specialty tracks.  

Tue 7:45-8:15 Check-in, Fellowship, Coffee (Logos Gym) Tue 8:15-8:30 Hymn, Welcome, Announcements (Logos Gym) Tue 8:30 First  session  begins Tue 3:30 Last session  ends.

REGISTRATION & FEES:

The registration fee includes the following: conference workbook, certificate of completion, and catered lunches each day.  

No refunds will be given after June 21.  

CERTIFICATE OF COMPLETION:

An ACCS-endorsed certificate indicating the completion of this summer training will be issued to each participant. 

ATTENDEE TESTIMONIALS: 

“All of the instructors were extremely approachable, available for questions and advice, and were willing to share ideas and resources freely. What a blessing!”

“Thank you so much! This training has been invaluable and I know will bless me so much going into my first year teaching!”

“I feel very blessed by the things I’ve learned this week, and excited for school to begin again.”

“I will go home with invaluable wisdom, ideas, resources, inspiration, knowledge, and passion because of what I’ve gained here. Thank you for following Christ in your mission and for serving all of us in this most special of ways.”

TRAVEL AND LOGISTICS:

Moscow, Idaho is a pleasant community of 25,000 and is located in a lovely piece of Creation.  (For general Moscow visitor information, see www.moscowchamber.com and https://visitmoscowid.com

But it is also a small, somewhat isolated town…just getting here will be a bit of a challenge for you.  We are very mindful of the sacrifices you are making to come here. We will do our very best to ensure your sacrifices are rewarded.  

Airports :  We have 3 airports that are good possibilities: 

1) Moscow/Pullman Airport (PUW). About 6 miles from the school. This is a small commercial airport served by Alaska/Horizon through the Seattle hub.  It is very convenient, but not always the cheapest; definitely worth checking because it’s so close.  

2) Lewiston, Idaho (LWS).  About 35 miles from the school. This is a small commercial airport served by Delta and United.  

3) Spokane, WA. (GEG). About 87 miles from the school, but there is never any traffic so it takes only about 90 minutes. This is a medium-sized airport, but the biggest in the whole Inland Northwest.  Airlines include Alaska, American, Delta, Frontier, Southwest, and United. Often this airport is the cheapest, because of the competition and volume. 

Hotels : Several hotels are within walking distance of the school.  Make your reservations early!  

A guest room block and special rates are being held at the Best Western Plus University Inn.    Prior to May 24 , please visit  Reservations   or call 208-882-0550 x 0 and mention Logos Teacher Training. When using the link,  please confirm your arrival and departure dates at the top of the first page . If the link is showing no availability, you are unable to book your required room type OR if making reservations after May 24 , please call the hotel directly.

• Fairfield Inn & Suites (less than half a mile from the school) 
• La Quinta Inn and Suites (about 1 mile away from the school)

Within 10 miles of the school, there are another dozen hotel options.  

Vendors will be at the conference, with booths set up in the back of the gym in until lunch each day.  

• Canon Press (Christian Publisher)
• Picta Dicta (A Latin Learning Platform)
• New Saint Andrews College (a classical college located in Moscow) 
• The Universal Latin Exam   (Institute for Classical Languages, commissioned by ACCS)
• Roman Roads Press (Classical Christian curriculum and resources)

OTHER NOTES: 

Dress for the training is  casual .  Days will be warm to hot (low 80s is normal, 90s possible) and evenings can be a bit cool (50s).  

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Moscow City Teachers Training University

We provide Moscow with accomplished professionals who have a broad vision and a wide range of skills, trained .Since its start, MCU has been growing and developing, offering a safe and dynamic academic environment for teaching, learning and research.Explore a variety of exchange programs with 52 universities abroad: from Germany and Great Britain to China and Japan.

MCU offers a wide range of educational opportunities 57 Bachelor’s and 100 Master’s degree programs, as well as PhD and continuing education programs.At MCU you can practice over 40 athletic disciplines in more than 20 sports clubs, including schools of martial arts and water sports. Moscow City University is Russia's leading pedagogical institution attracting talented students from all over the world.

We have been educating accomplished specialists for Moscow for more than 20 years and take pride in their success.Our academic departments are located in all parts of Moscow, offering 40 educational sites.MCU is 23, which makes it easier to be in tune with our students.We are promoting intellectual growth: lectures, seminars, professional and research internships help to reach a new level of knowledge.Thousands of university applicants choose MCU and start their personal life path to success.

MCU offers a wide range of undergraduate, graduate and postgraduate educational programs. To find a program that most suits you, first decide upon the field of study based on your academic interests or subjects you are passionate about. Next, browse through MCU institutes that offer programs relevant to your interests.

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Department of Geography

Doctor of Philosophy (Ph.D.)

The Ph.D. is a different kind of degree from the master’s degree. A doctoral candidate in geography must be capable of making original contributions to knowledge and scholarship. For the students to make such contributions, they must concentrate on a narrow and clearly defined field of study. We require, however, that doctoral candidates know more of geography than their particular specialties; thus, any aspirant for a doctorate must obtain master’s training or its equivalent before being admitted to doctoral candidacy. In short, admission to doctoral candidacy is official recognition that a student’s general foundation in the breadth of geography is satisfactory. Students then devote their attention to developing depth in chosen specialties.

The general requirements for a doctoral degree in geography are more rigorous than those for a master’s degree. At the same time, the greater flexibility of the doctoral program allows advanced students to pursue programs of study tailored to their special interests and needs.

Progress through the degree is marked by: 

• Successful performance in a verbal qualifying exam; 
• Four-day written comprehensive exam, with a verbal portion after the written answers have been assessed by the committee;  
• Formal dissertation proposal; and 
• Verbal defense of a completed dissertation.

The four-year Ph.D. program is reserved for students who have a master’s degree from another graduate program. That can be another geography program at another university, a non-geography program at another university, or a non-geography program at Penn State.

Students entering the four-year Ph.D. program must take the doctoral qualifying exam in their first year. A committee from three of the four fields of geography and formally appointed by the Graduate Program Officer will administer the qualifying exam. The qualifying exam can take place any time during the year, but students in the four-year Ph.D. program typically take it during spring semester.

Students in the four-year Ph.D. program complete a comprehensive exam and defend their dissertation proposal in the second year. Depending on the needs of their research, and in agreement with their doctoral committee, students can fulfill these two requirements in either order. Once students have successfully passed their comprehensive exam and defended their proposal, they typically take two years to research, write, and defend their dissertations.

Our online Graduate Student Handbook explains the program requirements for all degrees.

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Tim Walz, Who Spent Decades as an Enlisted Soldier, Brings Years of Work on Vets Issues to Dem Ticket

A retired Army National Guard noncommissioned officer who was once the top Democrat on the House Veterans Affairs Committee could become the next vice president.

Presumptive Democratic presidential nominee Vice President Kamala Harris announced Tuesday that Minnesota Gov. Tim Walz will be her running mate. That puts someone with an enlisted background on both presidential tickets after Republican nominee former President Donald Trump chose Marine veteran Sen. JD Vance of Ohio as his running mate.

Patrick Murphy, an Army veteran who was Walz' roommate when they were both freshmen in Congress, called Walz a "soldier's soldier."

Read Next: A Rocket Attack at an Iraqi Military Base Injures US Personnel, Officials Say

"The two largest federal agencies are DoD and the VA, so someone who has intimate knowledge of both is incredibly important," Murphy, who served as Army under secretary during the Obama administration, said in a phone interview with Military.com. "He was a field artilleryman who has tinnitus as diagnosed by the VA, so he understands the plight of our brother and sister veterans."

Walz enlisted in the Army National Guard in Nebraska in 1981 and retired honorably in 2005 as the top enlisted soldier for 1st Battalion, 125th Field Artillery Regiment, in the Minnesota National Guard, according to a copy of his records provided by the Minnesota Guard. He reached the rank of command sergeant major and served in that role, but he officially retired as a master sergeant for benefits purposes because he didn't finish a required training course, according to the records and a statement from the Minnesota Guard.

His Guard career included responding to natural disasters in the United States, as well as a deployment to Italy to support U.S. operations in Afghanistan, according to a 2018 article by Minnesota Public Radio . Walz earned several awards, including the Army Commendation Medal and two Army Achievement Medals, according to his military records. Working a civilian job as a high school teacher and football coach, the Nebraska native was also named that state's Citizen Soldier of the Year in 1989, according to official biographies.

During the 2022 Minnesota governor's race, Walz' opponent accused him of leaving the Guard when he did in order to avoid a deployment to Iraq, though Walz maintained he retired in order to focus on running for Congress, according to the Star Tribune newspaper .

Far-right commentators and media resurfaced those allegations and knocked him for never serving in combat -- something he has never claimed to do -- in contrast with Vance's deployment to Iraq as a combat correspondent.

"Looks like it is time to bring back Swift Boat Veterans for Truth. Oof. Walz is a really unforced error. He bailed on the military when they decided to send him to Iraq. JD Vance actually served," conservative talk radio host Erick Erickson posted on social media Tuesday.

Walz was first elected to the House of Representatives in 2006, becoming the highest-ranking retired enlisted soldier to serve in Congress.

His tenure in Congress included sitting on the House Veterans Affairs Committee, rising to be its ranking member in 2017.

"Walz' leadership on behalf of his fellow veterans when he was in the U.S. House of Representatives is notable at a time when our all-volunteer force continues to struggle to recruit," Allison Jaslow, CEO of Iraq and Afghanistan Veterans of America, said in a statement praising the choice of a veteran to be vice presidential nominee. "How we care for our veterans is as important to our national security as how we care for our troops, and Walz has a record to prove that he understands that imperative."

As the top Democrat on the committee, Walz was a chief adversary for the Trump administration's Department of Veterans Affairs . He battled with then-acting VA Secretary Peter O'Rourke in 2018 during a standoff over O'Rourke's handling of the inspector general's office, and pushed for an investigation into the influence of a trio of informal VA advisers who were members of Trump's Mar-a-Lago club. An investigation by House Democrats completed after Walz left Congress concluded that the so-called Mar-a-Lago trio "violated the law and sought to exert improper influence over government officials to further their own personal interests."

Walz also opposed the Mission Act, the bill that expanded veterans' access to VA-funded care by non-VA doctors that Trump considers one of his signature achievements. Walz said in statements at the time that, while he agreed the program for veterans to seek outside care needed to be fixed, he believed the Mission Act did not have sustainable funding. VA officials in recent years have said community care costs have ballooned following the Mission Act.

Walz supported another bill that Trump touts as a top achievement, the Department of Veterans Affairs Accountability and Whistleblower Protection Act, which sought to make it easier for the VA to fire employees accused of misconduct or poor performance. But the implementation of that law was later part of Walz' fight with O'Rourke . The law also faced legal challenges that prompted the Biden administration to stop using the expedited firing authorities granted by the bill.

Walz was also an early proponent of doing more for veterans exposed to toxins during their military service, sponsored a major veterans suicide prevention bill and advocated for the expansion of GI Bill benefits. And he repeatedly pushed the VA to study marijuana usage to treat PTSD and chronic pain, something that could come up in a future administration if the Department of Justice finalizes reclassifying marijuana into a category of drugs considered less dangerous.

Walz' time in Congress also included a stint on the House Armed Services Committee, a perch he used to advocate for benefits for members of the National Guard .

Walz consistently voted in support of the annual defense policy bill, as well as advocated for repealing the "Don't Ask, Don't Tell" policy that effectively banned gay and lesbian service members.

"He was my battle buddy in the fight to repeal 'Don't Ask, Don't Tell,' and it wouldn't have happened if we didn't have Command Sgt. Maj. Tim Walz helping lead the fight," Murphy said.

Since becoming governor of Minnesota in 2019, Walz' role as commander in chief of the Minnesota National Guard has come under a spotlight several times. In response to a request from the Minneapolis mayor, he activated the Guard in May 2020 to assist law enforcement when some protests over the Minneapolis police killing of George Floyd turned destructive. At the time, Minneapolis' mayor accused Walz of being too slow to order the deployment, a charge he denied.

"It is time to rebuild. Rebuild the city, rebuild our justice system, and rebuild the relationship between law enforcement and those they're charged to protect," Walz said in a statement when he announced the activation.

He also activated the Guard to protect the Minnesota state Capitol in January 2021 amid fears that Trump supporters could riot at state houses like they did at the U.S. Capitol that month. And he's used the Guard for missions that are more routine for the service, such as to help after heavy flooding earlier this summer .

As news broke Tuesday of Walz' selection, he quickly won praise from other Democratic veterans.

"Having a person who wore the uniform and who deployed around the world adds to the ticket someone who can connect with veterans and military families in a way that no one but a veteran can," Jon Soltz, chairman of liberal political action committee VoteVets, said in a statement.

-- Steve Beynon contributed to this story.

Related: Here's Kamala Harris' Record on Veterans and Military Issues

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Tim Walz career timeline: From high school teacher to Kamala Harris' vice-presidential pick

Democratic presidential nominee Vice President Kamala Harris chose Minnesota Governor Tim Walz as her running mate on Tuesday.

The Minnesota governor was selected by Harris to join the ticket over a short list of other contenders, including Pennsylvania Gov. Josh Shapiro , Arizona Sen. Mark Kelly , Kentucky Gov. Andy Beshear and Secretary of Transportation Pete Buttigieg .

A former teacher, coach, veteran and member of the U.S. House of Representatives, Walz was elected as Minnesota's governor in 2018.

He is expected to be introduced as Harris' running mate at a campaign rally Tuesday in Philadelphia, Pennsylvania.

Here's what to know about Tim Walz.

Tim Walz is Kamala Harris' VP pick: Minnesota governor named running mate: Live updates

April 1964: Tim Walz born in West Point, Nebraska

Walz was born April 6, 1964 in West Point, Nebraska. The 60-year-old Minnesota governor grew up in Nebraska, graduating from Butte High School in 1982.

After high school, Walz enlisted in the Army National Guard, according to his Minnesota Governor bio.

He graduated with a bachelor of science in social science education from Chadron State College in 1989. He spent a year teaching abroad before he returned to the U.S. to serve full time in the National Guard, and worked as a high school social studies teacher and football coach.

He graduated with a Master of Science in educational leadership from Minnesota State University, Mankato in 2001.

1994: Tim and Gwen Walz marry

Walz married his wife, Gwen , in 1994. The couple has two children, Hope and Gus. The family lived in Mankato, Minnesota for nearly 20 years before moving to Saint Paul when he was elected governor.

Gwen Walz, whose maiden name is Whipple, was born in Glencoe, Minnesota and grew up in western Minnesota, according to her Minnesota First Lady website. She met Walz when she was an English teacher in Nebraska, and the couple moved to Mankato, Minnesota in 1996, where they both worked at Mankato West High School .

As teachers, the Walzs established a summer trip to China for their students, traveling there nearly every summer through 2003.

2004: Tim Walz gets involved in politics

Walz began his political career in by volunteering for John Kerry's 2004 presidential campaign. He was elected to the U.S. House of Representatives as a Democrat in 2007, beating the incumbent, Republican Gil Gutknecht.

He was reelected in 2008, again in 2010, and in 2012, 2014 and 2016.

2018: Tim Walz elected Minnesota Governor

Walz was elected as Minnesota's governor in 2018, running after former Gov. Mark Dayton announced he would not seek a third term. He won reelection in 2022.

Colleen Long, Associated Press Colleen Long, Associated Press

Zeke Miller, Associated Press Zeke Miller, Associated Press

Steve Karnowski, Associated Press Steve Karnowski, Associated Press

Will Weissert, Associated Press Will Weissert, Associated Press

Seung Min Kim, Associated Press Seung Min Kim, Associated Press

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• Copy URL https://www.pbs.org/newshour/politics/watch-live-harris-holds-first-rally-with-minnesota-gov-tim-walz-after-choosing-him-as-running-mate

WATCH: Harris holds first rally with Tim Walz, saying he’s ‘the kind of vice president America deserves’

PHILADELPHIA (AP) — Kamala Harris introduced Minnesota Gov. Tim Walz to the nation at a raucous rally Tuesday in Philadelphia aimed at building momentum for the newly minted Democratic presidential ticket in the sprint toward Election Day.

Watch in the player above.

“He’s the kind of person who makes people feel like they belong and then inspires them to dream big. … That’s the kind of vice president America deserves,” Harris said.

Taking the microphone after Harris, Walz revved up the crowd for the rigorous campaign to come. “We’ve got 91 days. My God, that’s easy. We’ll sleep when we’re dead,” he said.

READ MORE: 5 things to know about Tim Walz, Kamala Harris’ VP pick

The remarks reflected the urgency of the moment, with Harris tapping Walz for the ticket during one of the most turbulent periods in modern American politics. Republicans have rallied around former President Donald Trump after he was targeted in an attempted assassination in July. Just days later, President Joe Biden ended his reelection campaign, forcing Harris to scramble to unify Democrats and decide on a running mate over a breakneck two-week stretch.

In choosing the 60-year-old Walz, Harris is elevating a Midwestern governor, military veteran and union supporter who helped enact an ambitious Democratic agenda for his state, including sweeping protections for abortion rights and generous aid to families.

It was her biggest decision yet as the Democratic nominee and she went with a broadly palatable choice — someone who says politics should have more joy and who deflects dark and foreboding rhetoric from Republicans with a lighter touch, a strategy that the campaign has been increasingly turning to since Harris took over the top spot.

WATCH: A look at Walz’s record and how he could bolster Democratic support in the Midwest

Harris hopes Walz will help her shore up her campaign’s standing across the upper Midwest, a critical region in presidential politics that often serves as a buffer for Democrats seeking the White House. The party remains haunted by Trump’s wins in Michigan and Wisconsin in 2016. Trump lost those states in 2020 but has zeroed in on them as he aims to return to the presidency this year and is expanding his focus to Minnesota.

Since Walz was announced, the team raised more than $10 million from grassroots donations, the campaign said.

Walz is far from a household name. An ABC News/Ipsos survey conducted before he was selected but after vetting began showed that nearly 9 in 10 U.S. adults did not know enough to have an opinion about him.

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Harris devoted much of her speech to telling the audience about Walz’s life and work, which included stints as a social studies teacher and a football coach.

“To those who know him best, Tim is more than a governor,” she said.

WATCH: Klobuchar says Walz is a ‘unifying, optimistic force’ that has been missing in politics

Harris, the first Black woman and person of South Asian descent to lead a major party ticket, initially considered nearly a dozen candidates before zeroing in on a handful of serious contenders.

Trump has focused much of his campaign on appealing to men, emphasizing a need for strength in national leadership and even featuring the wrestler Hulk Hogan on the final night of the Republican National Convention. Harris’ finalists — all white men — marked an acknowledgement of the Democrat’s need to at least try to win over some of that demographic.

She personally interviewed three finalists: Pennsylvania Gov. Josh Shapiro, Arizona Sen. Mark Kelly and Walz. Harris wanted someone with executive experience who could be a governing partner, and Walz also offered appeal to the widest swath of the diverse coalition.

His selection drew praise from lawmakers as ideologically diverse as progressive leader Rep. Alexandria Ocasio-Cortez, D-N.Y., and independent Sen. Joe Manchin of West Virginia, a moderate who left the Democratic Party earlier this year.

READ MORE: Here’s how Americans feel about Tim Walz

A team of lawyers and political operatives led by former Attorney General Eric Holder pored over documents and conducted interviews with potential selections. Harris mulled the decision over on Monday with top aides and finalized it Tuesday morning, according to three people familiar with Harris’ decision who spoke on condition of anonymity to describe private deliberations.

Shapiro, an ambitious politician in his own right, struggled with the idea of being No. 2 at the White House and said he felt he had more to do in Pennsylvania, according to one of the people familiar with Harris’ decision. There was also public pushback to Shapiro for his stance on Israel from Arab American groups and younger voters angry over the administration’s response to the Israel-Hamas war.

The other contenders threw their support behind the ticket Tuesday, and Shapiro was one of the speakers at Tuesday’s Philadelphia rally. Biden described the Harris and Walz ticket as “a powerful voice for working people and America’s great middle class.”

Walz coined one of Democrats’ buzziest campaign bits to date, calling Trump and his running mate Ohio Sen. JD Vance “just weird,” a label that the Democratic Governors Association — of which Walz is chairman — amplified in a post on X and Democrats more broadly have echoed.

During a fundraiser for Harris on Monday in Minneapolis, Walz said: “It wasn’t a slur to call these guys weird. It was an observation.”

POLL: Harris boosts confidence that Democrats could win the 2024 election

Harris, second gentleman Doug Emhoff and Walz will spend the next five days touring critical battleground states, visiting Wisconsin and Michigan on Wednesday and Arizona and Nevada later in the week.

Vance, for his part, planned stops in some of the same areas. He said Tuesday that he called Walz earlier in the day and left a voice message.

The Trump campaign on Tuesday immediately tried to tag Walz as a far-left liberal.

“It’s no surprise that San Francisco Liberal Kamala Harris wants West Coast wannabe Tim Walz as her running-mate – Walz has spent his governorship trying to reshape Minnesota in the image of the Golden State,” said Karoline Leavitt, Trump’s campaign press secretary. “Walz is obsessed with spreading California’s dangerously liberal agenda far and wide.”

Walz, who grew up in the small town of West Point, Nebraska, was a teacher, coach and union member at Mankato West High School in Minnesota before entering politics.

He won the first of six terms in Congress in 2006 from a mostly rural southern Minnesota district and used the office to champion veterans issues. Walz served 24 years in the Army National Guard, rising to command sergeant major, one of the highest enlisted ranks in the military, although he didn’t complete all the training before he retired so his rank for benefits purposes was set at master sergeant.

He ran for governor in 2018 on the theme of “One Minnesota” and won by more than 11 points.

David Ivory, a 46-year-old St. Paul resident, rode over to Walz’s residence on his bike with his kids shortly after the announcement to deliver their congratulations.

“He’s just down to earth. He gets it. He can talk to anybody,” Ivory said. “He doesn’t seem like he’s above anybody.”

As governor, Walz had to find ways to work in his first term with a legislature split between a Democratic-controlled House and a Republican-led Senate. Minnesota has a history of divided government, though, and the arrangement was surprisingly productive in his first year.

Walz easily won reelection in 2022, and Democrats flipped the Senate to win full control of both chambers and the governor’s office for the first time in eight years. A big reason was the Dobbs decision from the conservative-majority Supreme Court that overturned a federal right to an abortion.

Walz currently serves as co-chair of the bipartisan Council of Governors, advising the president and the Cabinet on homeland security and national defense issues. He was first appointed to the position by Trump, then later reappointed by Biden.

Miller, Long and Kim reported from Washington. Karnowski reported from Minneapolis. Associated Press writers Michael Balsamo and Michelle L. Price in New York and Michael Goldberg in Minneapolis contributed to this report.

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