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Development of professional skills as a teacher and engagement in critical reflection on professional practice by documenting goals, growth, achievement, and professional attributes developed throughout the course of study. Requires students to identify a need in their profession.
Students will critically reflect on their professional practice and identify a need. They will then be work with a supervisor to design, conduct, analyse, and write up a professional inquiry project.
| Paper title | Professional Inquiry |
|---|---|
| Paper code | EDUC592 |
| Subject | Education |
| EFTS | 0.3333 |
| Points | 40 points |
| Teaching period | 1st Non standard period (1 March 2021 - 7 February 2022) (Distance learning) |
| Domestic Tuition Fees (NZD) | $2,759.39 |
| International Tuition Fees (NZD) | $9,600.71 |
- Pre or Corequisite
- EDUC 412
- Limited to
- MEdLn
- Notes
- The duration of this paper is 12 months (50 weeks).
- Contact
postgrad.education@otago.ac.nz
Paper Coordinator: Associate Professor Hugh Morrison
- Teaching staff
Various teaching staff are involved depending on the topics being studied by students.
- 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:
- Identify evidence and arguments for and against practices which they already use, practices they could adopt, and consider implications for their teaching.
- Reflect critically upon their approaches to teaching within the context of contemporary research literature and practice.
- Use the outcomes of reflection and research to improve their own practices as teachers.
- Articulate the personal theories, beliefs and thinking that guide their teaching practices.
- Show evidence that they have a willingness and ability to learn and engage in ongoing learning and to appreciate that learning to teach is a lifelong endeavour.
Timetable
Development of professional skills as a teacher and engagement in critical reflection on professional practice by documenting goals, growth, achievement, and professional attributes developed throughout the course of study. Requires students to identify a need in their profession.
Students will critically reflect on their professional practice and identify a need. They will then work with a supervisor to design, conduct, analyse, and write up a professional inquiry project.
| Paper title | Professional Inquiry |
|---|---|
| Paper code | EDUC592 |
| Subject | Education |
| EFTS | 0.3333 |
| Points | 40 points |
| Teaching period | 1st Non standard period (28 February 2022 - 10 February 2023) (Distance learning) |
| Domestic Tuition Fees | Tuition Fees for 2022 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Pre or Corequisite
- EDUC 412
- Limited to
- MEdLn
- Notes
- The duration of this paper is 12 months (50 weeks).
- Contact
collegeofeducation.askotago@otago.ac.nz
Paper Co-ordinator: Associate Professor Hugh Morrison
- Teaching staff
Various teaching staff are involved depending on the topics being studied by students.
- 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:
- Identify evidence and arguments for and against practices which they already use, practices they could adopt, and consider implications for their teaching
- Reflect critically upon their approaches to teaching within the context of contemporary research literature and practice
- Use the outcomes of reflection and research to improve their own practices as teachers
- Articulate the personal theories, beliefs and thinking that guide their teaching practices
- Show evidence that they have a willingness and ability to learn and engage in ongoing learning and to appreciate that learning to teach is a lifelong endeavour
