TEACH101-20D (HAM)

Being a Teacher in Aotearoa New Zealand

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Karaitiana Tamatea

Karaitiana Tamatea
7814
TT.3.06
See Moodle
karaitiana.tamatea@waikato.ac.nz

Phillipa Cosgriff

Phillipa Cosgriff
6739
TL.3.03
See Moodle
phillipa.cosgriff@waikato.ac.nz

Lecturer(s)

Clark McPhillips

Clark McPhillips
9636
TC.2.69
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clark.mcphillips@waikato.ac.nz

Helen Aitken

Helen Aitken
TT.2.12B
See Moodle
helen.aitken@waikato.ac.nz

Hazel Woodhouse

Hazel Woodhouse
4353
TT.5.09
See Moodle
hazel.woodhouse@waikato.ac.nz

Jill Wynyard

Jill Wynyard
7810
TT.6.05
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jill.wynyard@waikato.ac.nz

Joan-Marie Kay

Joan-Marie Kay
6213
TC.2.57
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joan-marie.kay@waikato.ac.nz

Joshua Wetere

Joshua Wetere
6246
TT.3.06A
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joshua.wetere@waikato.ac.nz

Jill Wynyard

Jill Wynyard
See Moodle
jill.wynyard@waikato.ac.nz

Lisa Rapana

Lisa Rapana
8048
UL1.G.16
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lisa.rapana@waikato.ac.nz

Marianne Robertson

Marianne Robertson
7932
TL.3.11
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marianne.robertson@waikato.ac.nz

Karaitiana Tamatea

Karaitiana Tamatea
7814
TT.3.06
See Moodle
karaitiana.tamatea@waikato.ac.nz

Cheri Waititi

Cheri Waititi
6265
TC.3.24
See Moodle
panda.waititi@waikato.ac.nz

Phillipa Cosgriff

Phillipa Cosgriff
6739
TL.3.03
See Moodle
phillipa.cosgriff@waikato.ac.nz

Administrator(s)

: janene.harris@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)

Tutor(s)

Student Representative(s)

Lab Technician(s)

Librarian(s)

: alistair.lamb@waikato.ac.nz
: melanie.chivers@waikato.ac.nz

You can contact staff by:

  • Calling +64 7 838 4466 select option 1, then enter the extension.
  • Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
    • For extensions starting with 4: dial +64 7 838 extension.
    • For extensions starting with 5: dial +64 7 858 extension.
    • For extensions starting with 9: dial +64 7 837 extension.
    • For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
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Paper Description

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This paper introduces students to the skills, attitudes and values required of a teacher in Aotearoa New Zealand. It explores professional and ethical requirements for teachers and commitment to Te Tiriti o Waitangi.
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Paper Structure

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This paper will be taught on campus via weekly two-hour tutorials and off campus with the one day per week centre/classroom placement.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Demonstrate early understandings of reflective practice.
    Linked to the following assessments:
  • Demonstrate cultural competencies of wānanga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tātaiako: Cultural Competencies for Teachers of Māori learners.
    Linked to the following assessments:
  • Demonstrate an understanding of the teacher's role.
    Linked to the following assessments:
  • Demonstrate an understanding of organisation and management of a learning environment.
    Linked to the following assessments:
  • Demonstrate an understanding of ethical problem-solving and professional practice appropriate for teachers.
    Linked to the following assessments:
  • Demonstrate an understanding of Te Tiriti o Waitangi and the implications for teachers in educational settings in Aotearoa New Zealand
    Linked to the following assessments:
  • Provide evidence of ongoing development of te reo Māori appropriate for educational settings in Aotearoa New Zealand.
    Linked to the following assessments:
  • Use te reo Māori development to illustrate understanding of learning languages in NZ curricula.
    Linked to the following assessments:
  • Reflect on what has shaped their views of teaching and learning.
    Linked to the following assessments:
  • Develop knowledge, skills and abilities related to academic literacy, including academic reading, writing, critique and use of evidence.
    Linked to the following assessments:
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Assessment

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All pieces of assessment are compulsory.
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Assessment Components

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The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam. The final exam makes up 0% of the overall mark.

The internal assessment/exam ratio (as stated in the University Calendar) is 100:0 or 0:0, whichever is more favourable for the student. The final exam makes up either 0% or 0% of the overall mark.

Component DescriptionDue Date TimePercentage of overall markSubmission MethodCompulsory
1. Taumahi 1: Professional Practice Part A
11 Mar 2020
1:00 PM
5
  • In Class: In Tutorial
✔
2. Professional Practice Part B: Integrating literature
30 Mar 2020
9:00 PM
5
  • Hand-in: In Tutorial
  • Online: Upload to Moodle Forum
3. Professional Practice Part C: Ethics
5
  • In Class: In Tutorial
4. Professional Practice Part D: Ethics
5
  • In Class: In Tutorial
5. Taumahi 2: My role as an agent of change (20%)
5 Jun 2020
11:30 PM
20
  • Online: Submit through Moodle
✔
6. Taumahi 3: Group Essay Part A and B
7 Sep 2020
9:00 PM
30
  • In Class: In Tutorial
  • Online: Submit through Moodle
✔
7. Taumahi 4: Personal te reo and tikanga Māori journal (30%)
30 Sep 2020
11:30 PM
30
  • In Class: In Tutorial
  • Online: Submit through Moodle
✔
Assessment Total:     100    
Failing to complete a compulsory assessment component of a paper will result in an IC grade
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Required and Recommended Readings

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Required Readings

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ECE:

Hill, M., & Thrupp, M. (Eds.) (2019). The professional practice of teaching in New Zealand (6th ed.). South Melbourne, Vic.: Cengage.

Clark, C., & Grey, A. (Eds.) (2010). Perspectives on early childhood education. Ata kitea Te Pae - Scanning the horizon. Auckland, NZ: Pearson.

Ministry of Education. (1996). Te Whāriki. He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2016). Tātaiako: Cultural competencies for teachers of Māori learners. Ministry of Education. Wellington, New Zealand: Learning M

Primary:

Hill, M. & Thrupp, M. (Eds.) (2019). The professional practice of teaching in New Zealand (6th ed.). South Melbourne, Vic.: Cengage.

Ministry of Education (2006). Te Marautanga o Aotearoa. New Zealand: Learning Media.

Ministry of Education. (2007). The New Zealand Curriculum. Wellington, New Zealand: Learning Media.

Ministry of Education. (2009). Te Aho Arataki Marau mō te Ako i Te Reo Māori – Kura Auraki / Curriculum Guidelines for Teaching and Learning Te Reo Māori in English-medium Schools: Years 1–13. http://tereomaori.tki.org.nz/

Ministry of Education. (2016). Tātaiako: Cultural competencies for teachers of Māori learners. Ministry of Education. Wellington, New Zealand: Learning Media.

Berryman, M., Eley, E., & Copeland, D. (2017). Listening and Learning from Rangatahi Māori: the Voices of Māori Youth. Critical Questions in Education, 8(4), 476–494.

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Recommended Readings

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(ECE):

Clark, C., & Grey, A. (Eds.) (2010). Perspectives on early childhood education. Ata kitea Te Pae - Scanning the horizon. Auckland, NZ: Pearson.

Lee, J. (2005). Pūrākau as pedagogy.

(Primary):

Fraser, D., & Hill, M. (Eds.) (2016). The professional practice of teaching in New Zealand (5th ed.). South Melbourne, Vic., Australia: Cengage.

Williams, N, Bradley (M.E. (2012). Ngā Taonga Whakaako- underlying theoretical principles of tikanga. Ako Aotearoa: New Zealand.

Chaffey, R, Conole, M., Harringtod, M. (2017). Bicultural development in Early Childhood Education: Critical reflections and the Humpty Dumpty story. He Kupu. The word. Vol 5, No 2.

Nunan, D (1999). Communicative tasks and the language learning curriculum.TESOL Quarterly, Vol. 25, No. 2. pp.279 – 295.

Stewart, G. (2014). Te Reo Māori in classrooms. Current policy, future practice. SET No. 3.

Ngapo, K. (2013). 'Mainstreaming' te reo Māori: Beyond indifference and tokenism in the classroom.Kairaranga, 14(1), 3-10.

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Online Support

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This paper is supported online via Moodle. The reo and tikanga Māori is strongly supported on-line. The portfolio entries are scaffolded on Moodle.
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Workload

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This is a 15-point paper which is taught in Semester A and B. The total hours for the paper will not exceed 150 hours for tutorials, study and assessment purposes.
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Linkages to Other Papers

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Prerequisite(s)

Corequisite(s)

Corequisite papers: One of TEPRO100 or TEPRO110.

Equivalent(s)

Restriction(s)

Restricted papers: TEMB121, TEPS110, TEPS122

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