Engages students in critical dialogue as they articulate and debate innovative and effective professional practice in inclusive early childhood settings in Aotearoa/New Zealand.
| Paper title | Professional Inquiry in(to) Practice 2 |
|---|---|
| Paper code | EDPR302 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees (NZD) | $887.55 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 301
- Pre or Corequisite
- EDPR 303
- Restriction
- EDUE 322
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
Meredith Kelly: meredith.kelly@otago.ac.nz
- Teaching staff
Paper Co-ordinator: Meredith Kelly (Southland)
Other staff: Kate McAnelly (Dunedin)- Paper Structure
Evaluating professionalism in practice
- Teacher as researcher
Debating innovative and effective pedagogical practice
- Transforming practice
- Reconceptualising 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:
- Our Code Our Standards (Education Council, 2017) www.educationcouncil.org.nz/
- 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
Students who successfully complete this paper will
- Engage in critical teacher inquiry to contribute to the community of practice
- Engage in and support a community of practice
- Integrate contextually appropriate te reo me ngā tikanga Māori relevant to the early childhood setting and wider community
- Use the framework of Te Whāriki to plan for children’s learning across the setting
- Articulate a teaching philosophy which reflects contemporary theory, policy and practice
Timetable
Engages students in critical dialogue as they articulate and debate innovative and effective professional practice in inclusive early childhood settings in Aotearoa/New Zealand.
| Paper title | Professional Inquiry in(to) Practice 2 |
|---|---|
| Paper code | EDPR302 |
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2023 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 301
- Pre or Corequisite
- EDPR 303
- Restriction
- EDUE 322
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
Paper Coordinator: Roberta Carvalho
- Teaching staff
Meredith Kelly (Southland)
Roberta Carvalho (Dunedin)
- Paper Structure
Evaluating professionalism in practice:
- Teacher as researcher
Debating innovative and effective pedagogical practice:
- Transforming practice
- Reconceptualising 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:
- Our Code Our Standards (Education Council, 2017) www.educationcouncil.org.nz/
- 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
Students who successfully complete this paper will:
- Engage in critical teacher inquiry to contribute to the community of practice
- Engage in and support a community of practice
- Integrate contextually appropriate te reo me ngā tikanga Māori relevant to the early childhood setting and wider community
- Use the framework of Te Whāriki to plan for children’s learning across the setting
- Articulate a teaching philosophy which reflects contemporary theory, policy and practice
