2021 information for papers will be published in early September.
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||Not offered in 2020|
|Domestic Tuition Fees (NZD)||$863.25|
|International Tuition Fees (NZD)||$3,954.75|
- Limited to
- Compulsory for GradDipTchg students.
- Teaching staff
Paper Co-ordinator: TBC
- 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 Māori learners
- Enacting cultural competencies
As noted on the Delivery Schedule and as follows: Ministry of Education, (2017). Te Whāriki: He whāriki mātauranga mo ngā 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