Examines and critiques the education system in Aotearoa and the learning theories and key documents that underpin development as a member of the teaching profession.
|Paper title||Teaching in a New Zealand Context|
|Teaching period||1st Non standard period (14 January 2019 - 21 June 2019)|
|Domestic Tuition Fees (NZD)||$2,007.00|
|International Tuition Fees (NZD)||$6,658.50|
- Limited to
- Teaching staff
- Paper Structure
- Personal and life worlds
- What is teaching?
- What is learning?
- What is education?
- Who is education for?
- Reflecting on own learning journeys
- Prior learning
- What has shaped and influenced the education system in Aotearoa New Zealand? (Whose voices? Whose values? Whose beliefs?)
- What is curriculum?
- Values underpinning the New Zealand curriculum
- Principles of the New Zealand Curriculum
- The Treaty and curriculum
- Key policy shifts (e.g. 1877 Education Act, 1989 Education Act, National Standards, NCEA)
- Learners and teachers: theoretical perspectives
- Introduction to human development (Bronfenbrenner)
- Culture and learning
- Transformative praxis
- Teaching Arrangements
There will be two additional costs associated with this programme:
- The marae visit: this will be $25 to cover transportation cost; plus, students will be expected to bring a shared lunch and a gold coin donation on the day.
- Set text: students are to purchase a copy of Fraser and Hill (2016).
This paper is a 3-week block intensive session in January to prepare student teachers for a 2-week block placement in a school setting or educational centre.
There will be two 3-hour sessions in weeks 8 and 9.
- Fraser, D., & Hill, M. (2016). The professional practice of teaching in New Zealand (5th ed.). South Victoria, Australia: Cengage Learning.
- Bolstad, R., Gilbert, J., McDowall, S., Bull, A., Boyd, S., & Hipkins, R. (2013).
- Supporting future-oriented learning & teaching - A New Zealand Perspective. Wellington: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/schooling/109306
- Cunlifffe, A. L. (2004). On becoming a reflexive practitioner. Journal of Management Education, 28, 407-429. DOI: 10.1177/1052562904264440
- Timperley, H. (2013). Learning to practise: A paper for discussion. Wellington: Ministry of Education. Retrieved from http://www.educationcounts.govt.nz/publications/ECE/2511/learning-to-practise
- Graduate Attributes Emphasised
- Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics,
View more information about Otago's graduate attributes.
- Learning Outcomes
- By the end of this paper, student teachers will be able to:
- Critically evaluate how culture shapes our understanding and experience of curriculum, teaching and learning
- Demonstrate understanding and application of key theoretical ideas about the transformative potential of education
- Engage in rigorous intellectual analysis regarding their own personal and professional development
- Demonstrate an awareness of the significance of the Treaty of Waitangi to education in Aotearoa New Zealand