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EDPR301 Professional Inquiry in(to) Practice 1

A critical examination of the early childhood teacher’s role in creating an inclusive context that facilitates children’s learning and fosters the well-being of children in Aotearoa/New Zealand.

Paper title Professional Inquiry in(to) Practice 1
Paper code EDPR301
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) 1st Non standard period (27 January 2017 - 21 June 2017), Second Semester, 1st Non standard period (27 January 2017 - 21 June 2017)
Domestic Tuition Fees (NZD) $813.45
International Tuition Fees (NZD) $3,585.00

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Prerequisite
EDCR 201 and EDPR 201
Pre or Corequisite
EDCR 301
Restriction
EDUE 321
Limited to
BTchg, GradDipEdTchg, GradDipTchg
Notes
(i) Prerequisites are waived for GradDipTchg students. (ii) Early Childhood Education students only.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To engage in critical inquiry into practice
  2. To critically examine the role of assessment and pedagogy in facilitating connectedness, continuity and complexity of children's learning
  3. To integrate te reo me ngā tikanga Māori into practice
  4. To articulate how the political, social and cultural context impacts on the teacher's role in ensuring the well-being of all children in Aotearoa/New Zealand
Textbooks
Required Texts:
Anning, A., Cullen, J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed.). London: Sage.

New Zealand Ministry of Education. (1996). Te Whāriki: He whāriki matauranga mo nga mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.
Teaching staff
Paper Co-ordinator: Mary O'Rourke (Southland)
Other staff: Dr Michael Gaffney (Dunedin)
Paper Structure
Critical inquiry into practice
  • Models of critical reflection - Barbara Rogoff's planes of analysis
  • Action research
Assessment for learning
  • Facilitating children's learning
  • Connectedness, continuity and complexity
  • Integration of te reo me ngā tikanga Māori
Pedagogy
  • Critique of strategies
  • Impact of the political, social and cultural context on teachers and learners
Contact
Mary O'Rourke, mary.orourke@otago.ac.nz

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Timetable

1st Non standard period (27 January 2017 - 21 June 2017)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Thursday 13:00-13:50 9-15, 17-21
Friday 10:00-11:50 4

Second Semester

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

1st Non standard period (27 January 2017 - 21 June 2017)

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

A critical examination of the early childhood teacher’s role in creating an inclusive context that facilitates children’s learning and fosters the well-being of children in Aotearoa/New Zealand.

Paper title Professional Inquiry in(to) Practice 1
Paper code EDPR301
Subject Education
EFTS 0.1500
Points 18 points
Teaching period(s) 1st Non standard period (26 January 2018 - 20 June 2018), 1st Non standard period (26 January 2018 - 20 June 2018)
Domestic Tuition Fees Tuition Fees for 2018 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Prerequisite
EDCR 201 and EDPR 201
Pre or Corequisite
EDCR 301
Restriction
EDUE 321
Limited to
BTchg, GradDipEdTchg, GradDipTchg
Notes
(i) Prerequisites are waived for GradDipTchg students. (ii) Early Childhood Education students only.
Contact
Dr Michael Gaffney: michael.gaffney@otago.ac.nz
Teaching staff
Paper Co-ordinator: Dr Michael Gaffney
Other staff : Mary O'Rourke (Southland).
Paper Structure
Critical inquiry into practice
  • Models of critical reflection - Barbara Rogoff's planes of analysis
  • Action research
Assessment for learning
  • Facilitating children's learning
  • Connectedness, continuity and complexity
  • Integration of te reo me ngÄ tikanga MÄori
Pedagogy
  • Critique of strategies
  • Impact of the political, social and cultural context on teachers and learners
Textbooks
Required Texts:
Anning, A., Cullen, J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed.). London: Sage.

Ministry of Education, (2017). Te Wh?üriki: He wh?üriki m?ütauranga m?ì ng?ü mokopuna o Aotearoa: Early childhood Curriculum. Wellington, New Zealand: Author.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To engage in critical inquiry into practice
  2. To critically examine the role of assessment and pedagogy in facilitating connectedness, continuity and complexity of children's learning
  3. To integrate te reo me ngÄ tikanga MÄori into practice
  4. To articulate how the political, social and cultural context impacts on the teacher's role in ensuring the well-being of all children in Aotearoa/New Zealand

^ Top of page

Timetable

1st Non standard period (26 January 2018 - 20 June 2018)

Location
Dunedin
Teaching method
This paper is taught On Campus
Learning management system
Blackboard

Lecture

Stream Days Times Weeks
Attend
L1 Thursday 13:00-13:50 9-13, 15-21
Friday 10:00-11:50 4

1st Non standard period (26 January 2018 - 20 June 2018)

Location
Invercargill
Teaching method
This paper is taught On Campus
Learning management system
Blackboard