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EDPE301 The Teacher as a Reflexive Practitioner

This professional experience paper focuses on increasing competence in putting into action the pedagogy, skills and dispositions for reflexive teaching.

Paper title The Teacher as a Reflexive Practitioner
Paper code EDPE301
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Not offered in 2019
Domestic Tuition Fees (NZD) $846.30
International Tuition Fees (NZD) $3,766.35

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Prerequisite
EDPE 300
Limited to
GradDipTchg
Notes
Compulsory for GradDipTchg students.
Contact

Judy Layland (judy.layland@otago.ac.nz)

Teaching staff
Paper Co-ordinator: Judy Layland
Paper Structure
Professionalism in practice

Teaching portfolios
  • Debating innovative and effective pedagogical practice
  • Transforming practice
  • Reconceptualising practice
  • Bicultural practice
Community of learners/community of practice
  • Creating communities of learners
  • Creating communities of practice - the theoretical context
  • Facilitating children's learning and well-being in inclusive settings
  • Narrative assessment
  • Planning
  • Pedagogy and environments which include all children
Textbooks

Required Texts:

  • Clark, A. & Grey, A. (Eds.). (2010). Perspectives on early childhood education: Ata kite ate pae - Scanning the horizon. Auckland, New Zealand: Pearson.
  • Grey, A. & Clark, B. (Eds.). (2013). Transformative teaching practices in early childhood education: Ngā hurihanga ako kōhungahunga. Auckland, New Zealand: Pearson.
  • Lee, W., Carr, M., Soutar, B. & Mitchell, L. (2013). Understanding the te whariki approach: Early years education in practice. London & New York: Routledge.
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.
  • New Zealand Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Ministry of Education.
  • New Zealand Ministry of Education. (2006). Ngā arohaehae whai hua: Self-review guidelines for early childhood education. Wellington, New Zealand: Learning Media.
  • Nuttall, J. (Ed.). (2013). Weaving te whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice. Wellington, New Zealand: NZCER.
  • O’Connor, A. & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators. Wellington, New Zealand: Open Mind Publishing.
  • Smith, A. (2014). Understanding children and childhood: A New Zealand perspective (5th ed). Wellington, New Zealand: Bridget Williams Books Ltd.
  • Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed). London: Sage.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To evaluate professionalism in practice
  2. To critically analyse and debate innovative and effective pedagogical practice
  3. To create dialogue within a community of learners/community of practice
  4. To critically examine strategies to facilitate children's learning and well-being
  5. To articulate a philosophy of practice which reflects current theory about philosophy

^ Top of page

Timetable

Not offered in 2019

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

This professional experience paper focuses on increasing competence in putting into action the pedagogy, skills and dispositions for reflexive teaching.

Paper title The Teacher as a Reflexive Practitioner
Paper code EDPE301
Subject Education
EFTS 0.1500
Points 18 points
Teaching period Not offered in 2020
Domestic Tuition Fees Tuition Fees for 2020 have not yet been set
International Tuition Fees Tuition Fees for international students are elsewhere on this website.

^ Top of page

Prerequisite
EDPE 300
Limited to
GradDipTchg
Notes
Compulsory for GradDipTchg students.
Contact

education@otago.ac.nz

Teaching staff

Paper Co-ordinator: TBC

Paper Structure
Professionalism in practice

Teaching portfolios
  • Debating innovative and effective pedagogical practice
  • Transforming practice
  • Reconceptualising practice
  • Bicultural practice
Community of learners/community of practice
  • Creating communities of learners
  • Creating communities of practice - the theoretical context
  • Facilitating children's learning and well-being in inclusive settings
  • Narrative assessment
  • Planning
  • Pedagogy and environments which include all children
Textbooks

Required Texts:

  • Clark, A. & Grey, A. (Eds.). (2010). Perspectives on early childhood education: Ata kite ate pae - Scanning the horizon. Auckland, New Zealand: Pearson.
  • Grey, A. & Clark, B. (Eds.). (2013). Transformative teaching practices in early childhood education: Ngā hurihanga ako kōhungahunga. Auckland, New Zealand: Pearson.
  • Lee, W., Carr, M., Soutar, B. & Mitchell, L. (2013). Understanding the te whariki approach: Early years education in practice. London & New York: Routledge.
  • MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). New South Wales, Australia: Pearson Education.
  • New Zealand Ministry of Education. (2017). Te Whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Ministry of Education.
  • New Zealand Ministry of Education. (2006). Ngā arohaehae whai hua: Self-review guidelines for early childhood education. Wellington, New Zealand: Learning Media.
  • Nuttall, J. (Ed.). (2013). Weaving te whāriki: Aotearoa New Zealand's early childhood curriculum document in theory and practice. Wellington, New Zealand: NZCER.
  • O’Connor, A. & Diggins, C. (2002). On reflection: Reflective practice for early childhood educators. Wellington, New Zealand: Open Mind Publishing.
  • Smith, A. (2014). Understanding children and childhood: A New Zealand perspective (5th ed). Wellington, New Zealand: Bridget Williams Books Ltd.
  • Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed). London: Sage.
Graduate Attributes Emphasised
Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
  1. To evaluate professionalism in practice
  2. To critically analyse and debate innovative and effective pedagogical practice
  3. To create dialogue within a community of learners/community of practice
  4. To critically examine strategies to facilitate children's learning and well-being
  5. To articulate a philosophy of practice which reflects current theory about philosophy

^ Top of page

Timetable

Not offered in 2020

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