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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
