Overview
Engages students in critical dialogue as they articulate and debate innovative and effective professional practice in inclusive early childhood settings in Aotearoa/New Zealand.
About this paper
| Paper title | Professional Inquiry in(to) Practice 2 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees ( NZD ) | $912.00 |
| 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
Paper Coordinator: Roberta Carvalho
- Teaching staff
Meredith Kelly (Southland)
Roberta Carvalho (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
- Children's Act
- Students' safety checks as part of admission to the programmeWhen is Student Safety Check for this paper is processed? This paper is limited to a programme
Timetable
Overview
Engages students in critical dialogue as they articulate and debate innovative and effective professional practice in inclusive early childhood settings in Aotearoa/New Zealand.
About this paper
| Paper title | Professional Inquiry in(to) Practice 4 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees ( NZD ) | $937.50 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 301
- Pre or Corequisite
- EDPR 303
- Limited to
- BTchg
- Notes
- Early Childhood Education students only.
- Contact
Paper Coordinator: Roberta Carvalho
- Teaching staff
Meredith Kelly (Invercargill)
Roberta Carvalho (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 a community of practice.
- Professionally engage in and support a community of practice.
- Integrate appropriate conversational te reo me ngā tikanga Māori relevant to the early childhood setting and wider community.
- Comprehensively 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.