Students make explicit links between research, theory, and practice, reflecting on how their learning experiences continue to influence their practice.
EDUC 495 Thought in Action
Personal learning theories, beliefs, values and sources
- What are these?
- How are they developed?
- What are yours? Have they changed/developed, and why/why not?
Critical reflection and reflexivity
- Defining critical reflection and reflexivity
- Exploring the benefits of critical reflection and reflexivity
- The content and relevance of these
- The degree to which they have been evidenced in the programme/s to date
- Identifying areas that can be improved/addressed further
- Developing a plan to address these
| Paper title | Thought in Action |
|---|---|
| Paper code | EDUC495 |
| Subject | Education |
| EFTS | 0.1667 |
| Points | 20 points |
| Teaching period | Semester 1 (Distance learning) |
| Domestic Tuition Fees (NZD) | $1,206.91 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Pre or Corequisite
- EDUC 590, EDUC 591 or EDUC 592
- Limited to
- MedLn
- Notes
- Students outside of the approved programmes, with 54 300-level EDUC points, may be admitted with approval from the Dean of the College of Education.
- Contact
- Teaching staff
Paper Co-ordinator: Dr Helen Trevethan
- Textbooks
Students will be expected to access required readings via the library and the Internet and to source their own relevant readings.
- Graduate Attributes Emphasised
- Global perspective, Interdisciplinary perspective, Lifelong learning, Scholarship,
Communication, Critical thinking, Cultural understanding, Ethics, Environmental literacy,
Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
By the end of this paper, students will be able to:
- Clearly articulate their personal learning theories and teaching philosophy, informed by significant moments of learning throughout their study
- Present evidence of reflexive and adaptive practice, and identify implications for future practice, based on what they have learned from their study
- Make research-informed arguments for their teaching and learning beliefs and actions
