Extending the inquiry approach across curriculum learning areas for sustained teaching and learning, engagement focused on professional and collaborative relationships, a learning culture which engages diverse learners, engagement with te reo Māori me ngā Tikanga-a-iwi and pedagogically-informed ICT use.
This paper extends EDUC 473 and continues to support student teachers to make practice-to-theory connections through school- and campus-based learning opportunities. Teaching as inquiry underpins this paper.
|Paper title||Extended Evidence-based Inquiry (Primary)|
|Teaching period||1st Non standard period (9 July 2018 - 30 November 2018)|
|Domestic Tuition Fees (NZD)||$1,967.75|
|International Tuition Fees (NZD)||$6,528.00|
- EDUC 473, EICT 199, ELIT 199, EMAT 199
- Limited to
- Primary Education only.
- Dr Helen Trevethan, firstname.lastname@example.org; Dr Jane Tilson, email@example.com
- Teaching staff
- Paper Co-ordinators: Dr Helen Trevethan and Dr Jane Tilson
- Paper Structure
- Teaching as inquiry underpins this paper.
Content will include:
- Communicating with learners
- Developing and maintaining professional relationships
- Engagement with te reo Māori me ngā tikanga Māori in the educational setting
- Formative assessment
- Data-informed decision making
- Communicating results
- National Standards
- Planning for sustained engagement with learners
- Engaging diverse learners
- Integrating and evaluating the use of ICT in teaching and learning
- Refining personal philosophies of teaching
- Teaching Arrangements
- In this paper there will be one extended period of teaching - six weeks in the classroom.
Further information about the extended school experiences is detailed in the Professional
The paper will be delivered in one 2-hour class per week.
- McGee, C., & Fraser, D. (Eds.) (2012). The professional practice of teaching (4th ed). South Melbourne, Australia: Cengage
- Graduate Attributes Emphasised
- Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics,
View more information about Otago's graduate attributes.
- Learning Outcomes
- By the end of this paper, student teachers will be able to:
- Independently design, implement and evaluate evidence-based learner interventions
- Sustain professionalism in all aspects of their practice including engagement with te reo Māori me ngā tikanga Māori
- Critically apply and evaluate theories of teaching as inquiry
- Independently gather, analyse and interpret assessment data to inform pedagogical decisions and
- Articulate and justify the refinement of their personal and professional philosophy of teaching and learning