TEACH101-20D (TGA)

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)

Barbara Whyte

Barbara Whyte
3563
TCBD.4.03J
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barbara.whyte@waikato.ac.nz

Lecturer(s)

Barbara Whyte

Barbara Whyte
3563
TCBD.4.03J
See Moodle
barbara.whyte@waikato.ac.nz

Hoana McMillan

Hoana McMillan
3546
TCBD.4.03
See Moodle
hoana.mcmillan@waikato.ac.nz

Watene Moon

Watene Moon
See Moodle
watene.moon@waikato.ac.nz

Administrator(s)

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

Placement/WIL Coordinator(s)

Tutor(s)

: watene.moon@waikato.ac.nz

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 whole year paper will be taught on campus via lectures and tutorials as well as off campus with a one day per week placement on Thursdays.
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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Reflect on what has shaped their views of teaching and learning.
    Linked to the following assessments:
  • Demonstrate early understandings of reflective practice.
    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 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 Te Tiriti o Waitangi and the implications for teachers in educational settings in Aotearoa New Zealand
    Linked to the following assessments:
  • Demonstrate cultural competencies of wānanga, whanaungatanga tangata whenuatanga, manaakitanga and ako as outlined in Tātaiko: Cultural Competencies for Teachers of Māori learners.
    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:
  • 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/ASSIGNMENT 1: Professional Practice Tasks - Part A
11 Mar 2020
11:00 AM
5
  • Hand-in: In Lecture
✔
2. TAUMAHI/ASSIGNMENT 1: Professional Practice Tasks - Part B
30 Mar 2020
11:30 PM
5
  • Online: Submit through Moodle
✔
3. TAUMAHI/ASSIGNMENT 1: Professional Practice Tasks - Part C
15 Jul 2020
11:00 AM
5
  • Hand-in: In Lecture
✔
4. TAUMAHI/ASSIGNMENT 1: Professional Practice Tasks - Part D
19 Aug 2020
11:00 AM
5
  • Hand-in: In Lecture
✔
5. TAUMAHI/ASSIGNMENT 2: My Role As An Agent of Change
7 Jun 2020
11:30 PM
20
  • Online: Submit through Moodle
✔
6. TAUMAHI/ASSIGNMENT 3: Group Essay and Presentation of Findings
9 Sep 2020
11:30 PM
30
  • Online: Submit through Moodle
✔
7. TAUMAHI/ASSIGNMENT 4: Personal Te Reo and Tikanga Māori Journal
15 Oct 2020
11:30 PM
30
  • Other: Submit to ePortfolio
✔
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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BTch (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/

BTch (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 Media.

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Recommended Readings

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BTch (Primary):

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. Paper presented at Centre for Research in Lifelong learning International Conference, Stirling, Scotland, Friday 24th June.

BTch (ECE):

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

Chaffey, R, Conole, M., & Harrington, M. (2017). Bicultural development in Early Childhood Education: Critical reflections and the Humpty Dumpty story. He Kupu: The Word, 5(2), 49-57.

Nunan, D (1999). Communicative tasks and the language learning curriculum.TESOL Quarterly, 25(2), 279 – 295.

Stewart, G. (2014). Te Reo Māori in classrooms. Current policy, future practice. SET, 3, 3-7.

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 My portfolio entries and tasks 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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