TEACH414-21X (HAM)

Te Kaiako Pakirehua Ngaio: The Inquiring Teacher (Primary)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: donna.fermanis@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:
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Paper Description

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Ngā Āhuatanga

2021 Calendar description

In this paper, students develop knowledge and understanding of the Social Sciences learning area. The paper introduces educational research, teaching inquiry methodologies, ethics, methods, and modes of synthesis.

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Paper Structure

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Te Kaupapataka


The Inquiring Teacher (Primary) paper is a 15 point paper: 150 hours of work is expected through E.g. PLs, class workshops and activities, reading and independent activities and your related study over the semester. The papers TEACH414 (HAM) and TEACH514 (HAM) students are taught together.

The paper's Introduction is scheduled during the On Campus Block Week on 27 July - 8.30-10.30am. Classes are then scheduled weekly on campus on Tuesday mornings over 9.00am- Midday through 03 August-21 September. (Venue: TT.2.01). During these nine teaching weeks, a combination of PLs and workshops will be organised. A 30 minute break will be taken mid-way through the morning.

Please BYOD for regular access to the New Zealand Curriculum (MoE, NZC, 2007), Te Marautanga o Aotearoa (MoE, TMOA, 2008) or TMOA Te Pakehatanga and Social Sciences reference materials.

Professional requirements

On graduation from an Initial Teacher Education Programme the provider must attest to The Teaching Council of Aotearoa New Zealand | Matatū Aotearoa that you are a person:

  • of good character
  • are fit to be a teacher
  • have met the Standards for the teaching profession.

A student who has not met these criteria based on evidence collected as they engage in paper across the ITE programme cannot graduate. Indicators that you are of good character and fit to teach includes: regular and punctual attendance and positive contribution in class; the ability to relate to peers, children, teachers, and university staff appropriately; and the ability to plan for a safe high-quality teaching and learning environment. At the completion of each paper the lecturer is asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher.

These expectations reflect the Teachers Council document entitled Our Code Our Standards: Code of Professional Responsibility and Standards for the Teaching Profession (Code of Professional Responsibility and Standards.
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Examine the nature, purpose, and structural elements of the Social Sciences learning area.
    Linked to the following assessments:
  • Identify theoretical underpinnings of social sciences education as conceptualised in the New Zealand Curriculum.
    Linked to the following assessments:
  • Demonstrate the ability to research, resource and plan for issues-based social inquiry.
    Linked to the following assessments:
  • Evaluate contemporary educational research as evidence-based practice that influences teacher practice.
    Linked to the following assessments:
  • Demonstrate sound understanding of what it means to be an ethical researcher in education.
    Linked to the following assessments:
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Assessment

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Ngā Aromatawai - Ngā Taumahi

This paper has two assignments that support your development as Kaiako pakirehua - inquiring teachers. The assignments are designed to closely align with your learning through the paper's weekly learning contexts and activities.

Taumahi Tuatahi: Assignment 1 Research Informed Working Paper

Due: 03 September

Part (A) Teacher research and writing of a selected Social Sciences education context

Part (B) Applying the research context as informed Social Studies pedagogy

Taumahi Tuarua: Assignment 2 Inquiry in Practice

Due: 08 October

Part (A) Talatalanoa as evidence-based practice with a group of learners

Part (B) Designing a Teaching as Inquiry graphic model with notes for a selected learning level and social sciences learning context

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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 Tuatahi 1: Research Informed Working Paper (2 Parts 30/20)
3 Sep 2021
11:30 PM
50
  • Online: Submit through Moodle
2. Taumahi Tuarua 2: Inquiry in Practice (2 Parts 30/20)
8 Oct 2021
11:30 PM
50
  • Online: Upload to Moodle Forum
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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Required Readings

Harcourt, M., Milligan, A., and B. Wood, (2016). Teaching social studies for critical active citizenship in Aotearoa New Zealand. Wellington, NZCER Press.

Note: This text is available from NZCER, The University Bookshop, The University Library, and as an E-book: mebooks.co.nz and Kindle amazon.com.

The required Readings List for the paper are available on Talis. This reading list can also be accessed via the Reading List tab on Moodle or the Reading list tab on the library homepage.

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Recommended Readings

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Aitken, G., Sinnema, C., & New Zealand. Ministry of Education. (2008). Effective pedagogy in social sciences/tikanga ā iwi: Best evidence synthesis iteration (BES). Ministry of Education.

Berryman, M., SooHoo, S., & Nevin, A. (2013). Culturally responsive methodologies. Emerald Publishing.

Conner, L. (2015). Teaching as inquiry, with a focus on priority learners. NZCER.

Fa’avae, D., Jones, A., & Manu’atu, L. (2016). Talanoa’i ‘a e talanoa – talking about talanoa: Some dilemmas of a novice researcher. AlterNative: An International Journal of Indigenous Peoples, 12(2), 138-150. https://doi-org.ezproxy.waikato.ac.nz/10.20507/AlterNative.2016.12.2.3

Fa’avae, D., Tecun, A., & Siu’ulua, S. (2021). Talanoa vā: indigenous masculinities the intersections of indigeneity, race, and gender within higher education. Higher Education Research & Development. http://doi.org/10.1080/07294360.2021.1882402

Hunter, P. (2016). Rethinking literacies in social studies for future-facing young citizens. In M. Harcourt, A. Milligan, B. Wood (Eds.), Teaching Social Studies for Critical, Active Citizenship in Aotearoa New Zealand (pp. 118-134). NCER Press.

Macfarlane, A., Macfarlane, S., Savage, C., & Glynn, T. (2012). Teaching in inclusive school communities. In S. Carrington & J. MacArthur (Eds.), Inclusive Education and Māori communities in Aotearoa New Zealand: Introducing a paradigm of cultural affirmation (pp. 163-186). John Wiley.

Mutch, C. (2013). Doing educational research: A practitioner's guide to getting started (2nd ed.). NZCER.

Ministry of Education. (2019). Wānangatia te putanga tauira – National Monitoring study of student achievement [NMSSA] Social Studies 2018. Retrieved July 13, from https://www.educationcounts.govt.nz/publications/series/nmssa/all-nmssa-publications/nmssa-2018-social-studies

Ministry of Education. (2009). Teachers as learners: improving outcomes for Māori and Pasifika students through inquiry. Retrieved July 17, from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry

Sinnema, C., & Aitken, G. (2019). Teaching as inquiry. In M. F. Hill & M. Thrupp (Eds.), The Professional Practice of Teaching in New Zealand (pp. 133-150). Cengage Learning Australia.

Teaiwa, T. (2011). Preparation for deep learning: A reflection on teaching Pacific Studies in the Pacific. Journal of Pacific History, 46(2), 214-220. https://doi.org/10.1080/00223344.2011.607269

Timperley, H., University of Auckland, & New Zealand. Ministry of Education. (2007). Teacher professional learning and development: Best evidence synthesis iteration (BES). Ministry of Education.

Tolich, M. (2001). Research ethics in Aotearoa New Zealand: Concepts, practice, critique. Longman.

Wood, B. E. (2013). What is a social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship. SET: Research Information for Teachers, 3, 20-28. https://doi-org.ezproxy.waikato.ac.nz/10.18296/set.0334

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Other Resources

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Sourcing Social Studies/Social Sciences

This paper will assist participants to access, review and apply useful sources of information and relevant resources to weekly applications and assignments.

E.g. Digital and interactive sites, picture books, maps, graphics, taonga, storying will be applied in weekly pedagogies.

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Online Support

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Hamilton students' online Moodle support

Whilst the Hamilton paper is delivered through on campus face to face contact (lectures and workshops), a Hamilton Moodle site will be available for administration, dialogue, questions, and answers, assessment information and submission folders, resources etc.


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Workload

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What's involved?

This is a 15 point paper.

Accordingly, the scheduled lectures and workshops, independent activities, readings' review, and assignment research and preparation constitute 150 hours of your time over the Semester B weeks (26 July-15 October).

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Linkages to Other Papers

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This paper is linked with other papers in the qualification (TEEDU400, TEEDU401, TEACH410, TEACH411, and TEACH412) where students engage with Te Tiriti o Waitangi, curriculum and assessment in relation to other learning areas, multiple literacies, digital technologies, and a range of pedagogical practices.
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Prerequisite(s)

Prerequisite papers: TEEDU400, TEEDU401 and either TEACH410 or TEACH411

Corequisite(s)

Equivalent(s)

Restriction(s)

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