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EDUC495 Thought in Action

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
  • Graduate attributes and Practicing Teacher Criteria (putting critical reflection and reflexivity into practice)
    • 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 20 points
Teaching period(s) First Semester, Second Semester
Domestic Tuition Fees (NZD) $1,120.06
International Tuition Fees (NZD) $4,439.89

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Pre or Corequisite
EDUC 591 or EDUC 592
Limited to
Limited to: MedLn

Teaching staff

To be confirmed


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:

  1. Clearly articulate their personal learning theories and teaching philosophy, informed by significant moments of learning throughout their study.
  2. Present evidence of reflexive and adaptive practice, and identify implications for future practice, based on what they have learned from their study.
  3. Make research-informed arguments for their teaching and learning beliefs and actions.
  4. Document what they have learned throughout their study, and how they have applied it, in terms of their chosen criteria (graduate attributes and, if relevant, standards for the teaching profession).

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First Semester

Teaching method
This paper is taught through Distance Learning
Learning management system

Second Semester

Teaching method
This paper is taught through Distance Learning
Learning management system