EDPR302 Professional Inquiry in(to) Practice 2

Engages students in critical dialogue as they articulate and debate innovative and effective professional practice in inclusive early childhood settings in Aotearoa/New Zealand.

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Prerequisite

EDPR 301

Pre or Corequisite

EDPR 303

Restriction

EDUE 322

Limited to

BTchg, GradDipEdTchg, GradDipTchg

Notes

Early Childhood Education students only.

Contact

education@otago.ac.nz

Teaching staff

Paper Co-ordinator: To be confirmed (Dunedin)
Other staff: Meredith Kelly (Southland)

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 that include all children

Textbooks

Required Texts:

• Anning, A., Cullen J., & Fleer, M. (2009). Early childhood education. Society & culture (2nd ed). London: Sage.
• 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.
• 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. (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.

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

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