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EDPR251 Te Mātauranga - Professional Studies and Practice

Experience of increasing levels of responsibility in a variety of classroom situations. Expansion of knowledge, understanding and integration of a range of Māori contexts and an examination of cultural diversity.

This paper covers:

  • Exploring a range of M?üori contexts, such as t?üonga p?½oro, rongo?ü, waiata, maramataka, r?üranga and toi
  • Application of whakapapa, p?½r?ükau, whakatauki/whakatau?üki and tikanga o ng?ü iwi o Aotearoa
  • Guest speakers
  • Pasifika education and research initiatives
  • Constructions of culture and ethnicity

Paper title Te Mātauranga - Professional Studies and Practice
Paper code EDPR251
Subject Education
EFTS 0.1500
Points 18 points
Teaching period 1st Non standard period (19 February 2018 - 16 November 2018)
Domestic Tuition Fees (NZD) $829.65
International Tuition Fees (NZD) $3,656.70

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EDPR 151 and (EICT 198 or EICT 199) and (ELIT 198 or ELIT 199) and (EMAT 198 or EMAT 199)
Limited to
BEdSt, BTchg
Te Pōkai Mātauranga o Te Ao Rua (Primary Bicultural Education) students only.
Teaching staff
Paper Co-ordinator: Parker Ormond
Other staff: Pauline Smith
Paper Structure
Professional Studies
  • Explore a range of MÄori contexts such as rongoÄ, waiata, maramataka, rÄranga and toi.
  • Apply whakapapa, pÅ«rÄkau, whakataukÄ«/whakatauÄki, tikanga o ngÄ iwi o Aotearoa to contexts.
  • Suggest appropriate, relevant and correct strategies for integration of contexts into learning areas
  • Identify barriers and benefits of matauranga MÄori integration into classroom programmes
  • Pasifika education and research initiatives
  • Constructions of culture and ethnicity
Professional Practice
  • The professional role of the ethical teacher
  • Building professional relationships and communication
  • Planning and evaluation
  • Effective teaching, feedback and questioning for effective assessment
  • Theoretical underpinnings and practical implications of differing management practices
  • The reflective teacher
  • Introduction to Deaf culture
  • Inclusive teaching practices
  • Personal theories that influence practice
  • Te Reo MÄori me ngÄ Tikanga across a range of curriculum areas and learning and teaching experiences.
Teaching Arrangements
This paper is only taught on the Invercargill campus.
Required Texts:

Tikanga Tuku Iho

Ka'ai, T., Moorfield, J., Reilly, M., & Mosley, S. (Eds.) (2003). Ki te Whaiao: an introduction to M?üori society. Auckland: Pearson Longman.

Ministry of Education (2007). The New Zealand Curriculum for English-medium teaching and learning in years 1-13. Wellington, New Zealand: Learning Media.

Ministry of Education. (2009) Te Aho Arataki Marau m?ì te Ako I te Reo M?üori - Kura Auraki - Curriculum Guidelines for Teaching and Learning Te Re M?üori in English Medium Schools Years 1-13. Wellington, New Zealand: Learning Media.

Ministry of Education. (2011). Tataiako Cultural Competencies for Teachers of M?üori Learners.

Ministry of Education. (2013). Ka Hikitia - Accelerating Success 2013-2017 - The M?üori Education Strategy
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
  1. Critique a range of teaching and learning approaches and resources inclusive of all learners.
  2. Articulate a critical understanding of the implications of cultural diversity for teaching and learning in New Zealand schools
  3. .Examine Pasifika education and research initiatives.
  4. Plan, implement and evaluate a sustained programme of linked learning experiences.
  5. Demonstrate effective teaching and assessment strategies.
  6. Create an effective learning environment for all learners.
  7. Critically reflect on teaching experiences taking cognisance of current theory and research.
  8. Articulate personal theories, beliefs and thinking that guide their practice.
  9. Demonstrate appropriate professional relationships when working with peers, colleagues, and children.
  10. Integrate contextual te reo MÄori throughout all planned lessons where appropriate. Identify and implement te reo me ngÄ tikanga MÄori into literacy and numeracy programmes and one (1) other curriculum area.
  11. Collate information, from a variety of sources, about kaupapa MÄori contexts.
  12. Investigate and apply whakapapa, tikanga o ngÄ iwi o Aotearoa, pÅ«rÄkau, whakataukÄ«/whakatauÄki to selected kaupapa.
  13. Discuss issues for consideration for the inclusion of kaupapa MÄori in a school learning environment.
Parker Ormond,

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1st Non standard period (19 February 2018 - 16 November 2018)

Teaching method
This paper is taught On Campus
Learning management system