Overview
Students explore, challenge and integrate knowledge, skills and attitudes relevant to the independent practice of teaching for an extended period in a classroom setting.
About this paper
| Paper title | Te Puāwaitanga 2 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees ( NZD ) | $1,053.30 |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 331 or EDPR 351
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o Te Ao Rua (Primary Bicultural Education) students only.
- Contact
- Teaching staff
Paper Co-ordinator: Angela Miller (Dunedin)
Alli McKenzie and Meredith Kelly (Invercargill)
- Paper Structure
- Inclusive Education - working with Teacher Aides, families and whānau
- Pacifica perspectives
- Assessment for learning
- Facilitating learning
- Positive learning strategies
- Reflective practice
- Moral and ethical consequences of school policy and classroom practice
- Textbooks
- A recommended reading list is included in the course outline.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete the paper will be able to:
- Achieve in a supported environment the professional, ethical, legal, and practical requirements of teachers.
- Design, implement, evaluate, and critically reflect on a sustained programme that addresses all ākonga.
- Demonstrate effective and appropriate integration and implementation of te reo me ngā tikanga Māori within a classroom programme.
- Critically reflect on roles and responsibilities with regard to partnerships with whānau/parents/caregivers and support personnel.
- Articulate personal theories, beliefs, and thinking that guided their practice.
Overview
Students explore, challenge and integrate knowledge, skills and attitudes relevant to the independent practice of teaching for an extended period in a classroom setting.
About this paper
| Paper title | Te Puāwaitanga 2 |
|---|---|
| Subject | Education |
| EFTS | 0.15 |
| Points | 18 points |
| Teaching period(s) | Semester 2
(On campus)
Semester 2 (On campus) |
| Domestic Tuition Fees | Tuition Fees for 2027 have not yet been set |
| International Tuition Fees | Tuition Fees for international students are elsewhere on this website. |
- Prerequisite
- EDPR 331 or EDPR 351
- Limited to
- BTchg
- Notes
- Primary Education and Te Pōkai Mātauranga o Te Ao Rua (Primary Bicultural Education) students only.
- Contact
- Teaching staff
Paper Co-ordinator: Angela Miller (Dunedin)
Teaching staff:
Lisa Tātāna-Yorke (Dunedin)
Karina Nafatali (Dunedin)
Dr Alli McKenzie (Invercargill)
Meredith Kelly (Invercargill)- Paper Structure
- Pacifica perspectives
- Supporting challenging behaviour
- De-steaming
- Facilitating learning
- Positive learning strategies
- Reflective practice
- Moral and ethical consequences of school policy and classroom practice
- Textbooks
Abbiss, J. Samu, T. W., & Thrupp, M. (2024). The Professional Practice of Teaching in Aotearoa New Zealand (7th ed). Cengage.
- Graduate Attributes Emphasised
- Interdisciplinary perspective, Lifelong learning, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Self-motivation, Teamwork.
View more information about Otago's graduate attributes. - Learning Outcomes
Students who successfully complete the paper will be able to:
- Achieve in a supported environment the professional, ethical, legal and practical requirements of teachers.
- Design, implement, evaluate and critically reflect on a sustained programme that addresses all ākonga.
- Demonstrate effective and appropriate integration and implementation of te reo me ngā tikanga Māori within a classroom programme.
- Critically reflect on roles and responsibilities with regard to partnerships with whānau/parents/caregivers and support personnel.
- Articulate personal theories, beliefs and thinking that guided their practice.