2021 information for papers will be published in early September.
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|
|Points||18 points 18 points|
|Teaching period(s)||1st Non standard period (27 January 2020 - 29 May 2020), 1st Non standard period (27 January 2020 - 29 May 2020)|
|Domestic Tuition Fees (NZD)||$863.25|
|International Tuition Fees (NZD)||$3,954.75|
- EDCR 201 and EDPR 201
- Pre or Corequisite
- EDCR 301
- EDUE 321
- Limited to
- BTchg, GradDipEdTchg, GradDipTchg
- (i) Prerequisites are waived for GradDipTchg students. (ii) Early Childhood Education students only.
Dr Michael Gaffney (firstname.lastname@example.org)
- Teaching staff
- 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
- Critique of strategies
- Impact of the political, social and cultural context on teachers and learners
- Anning, A., Cullen, J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed.). London: Sage.
- Ministry of Education, (2017). Te Whāriki: He whāriki mātauranga mō ngā 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
- To engage in critical inquiry into practice
- To critically examine the role of assessment and pedagogy in facilitating connectedness, continuity and complexity of children's learning
- To integrate te reo me ngā tikanga Māori into practice
- 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