This professional experience paper examines the knowledge, skills and dispositions that underpin effective teaching practice and provides opportunities to demonstrate them in action.
|Paper title||The Teacher in Action|
|Teaching period||1st Non standard period (12 February 2018 - 22 June 2018)|
|Domestic Tuition Fees (NZD)||$829.65|
|International Tuition Fees (NZD)||$3,656.70|
- Limited to
- Compulsory for GradDipTchg students.
- Dr Michael Gaffney - email@example.com
- Teaching staff
- Paper Co-ordinator: Dr Michael Gaffney
- Paper Structure
- Becoming a teacher
- Teaching as a profession
- Responding to professional responsibilities
- Working in communities
- Establishing an effective learning environment
- Developing effective relationships with learners
- Positive behaviour for learning
- Engaging learners - learning-focused teaching
- Reflexive practice
- Developing awareness of self
- How to engage in reflection with a purpose
- Goal setting
- Evidence-based teaching
- Assessment and planning
- Interpreting assessment to inform teaching
- Teaching as inquiry
- Bicultural practice/equity
- Engaging with MÄori learners
- Enacting cultural competencies
- Required Texts
As noted on the Delivery Schedule and as follows:Ministry of Education, (2017). Te Wh?üriki: He wh?üriki m?ütauranga mo ng?ü mokopuna o Aotearoa: Early childhood Curriculum. Wellington, New Zealand: Author.
- Anning, A., Cullen, J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed.). London: Sage.
- Grey, A., Clark, B. (2013). Transformative teaching practices in early childhood education. Nga hurihanga ako hunga. Pearson, New Zealand.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking,
Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
- Learning Outcomes
- Students who successfully complete the paper will be able to
- Demonstrate professionalism in all aspects of their professional practice
- Establish and maintain professional learning relationships with colleagues and learners
- Address biculturalism in all their practice and promote equitable outcomes
- Design, implement and evaluate learner-centred teaching experiences
- Establish personal professional development goals based on critical reflection of their practice