TEACH422-22X (TGA)

Te Kaiako hei anga Whakamua: The Future-focused Teacher (Secondary)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education

Staff

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Convenor(s)

Elizabeth Reinsfield

Elizabeth Reinsfield
5008
TC.2.75
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elizabeth.reinsfield@waikato.ac.nz

Lecturer(s)

Andrew Doyle

Andrew Doyle
9535
TC.4.05
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andrew.doyle@waikato.ac.nz

Sara Hayward

Sara Hayward
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sara.hayward@waikato.ac.nz

Simon Taylor

Simon Taylor
3549
TCBD.4.03
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simon.taylor@waikato.ac.nz

Sarah Washbrooke

Sarah Washbrooke
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sarah.washbrooke@waikato.ac.nz

Administrator(s)

: 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
: yilan.chen@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.
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    • 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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In this paper, you examine pedagogies associated with learning and teaching in your specialist curriculum subject(s). There is also a focus on ways to integrate multiple literacies and digital technologies into classroom practice.
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Paper Structure

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The paper is guided by three themes :

1. Setting the future-focused scene (Me Mātua ki te whetū i mua i te kōkiri o te haere - Before you set forth on a journey, be sure you know the stars)

2. Digging deeper (E tipu ai te aka tangata, me uru Kahikatea - A grove of Kahikatea strand strong because of the intertwined root system)

3. Fledgling flying (Mā te huruhuru ka rere te manu -Adorn a bird with feathers so it can fly)

Each of the themes run for three weeks and will consider the concept 'future-focused' in different ways and for different purposes. The Moodle metapaper contains details (combining the 400 and 500 versions, plus all three cohorts (HAM, NET, TGA)).

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:

  • Demonstrate knowledge of historical, political, and current social and cultural influences on teaching and learning.
    Linked to the following assessments:
  • Reflect on the purposeful integration of digital technologies, from the perspective of themselves as learners and teachers, through acknowledging their beliefs, values, attitudes, skills and knowledge.
    Linked to the following assessments:
  • Demonstrate awareness of major influences and contemporary research related to teaching and learning in secondary curriculum subject(s).
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  • Demonstrate knowledge of and engagement with senior secondary school assessments and pedagogical approaches based on manaakitanga (caring for students and acknowledging their mana), mana motuhake (having high expectations), ngā whakapiringatanga
    (managing the classroom to promote learning), wānanga and ako (using a range of dynamic, interactive teaching styles).
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  • Develop understanding of the key documents that inform and influence teaching.
    Linked to the following assessments:
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Assessment

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PLEASE NOTE: Moodle is used for class notices (Announcements). It is your responsibility to check the site regularly and read the Moodle email notifications. Instructions provided in this way on Moodle and in lectures are whole class notices.
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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. Ass. 1: Group presentation (25%); Individual teaching resource (25%)
28 Aug 2022
No set time
50
  • In Class: In Workshop
  • Online: Submit through Moodle
2. Assignment 2: A professional learning story
23 Nov 2022
No set time
50
  • 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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There is no required text for this paper.
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Recommended Readings

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The readings for the paper are available on Talis (click here). 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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Online Support

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Student support and Studiosity are available for all learners. Virtual librarian is also available

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Workload

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This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 18 hours of face to face classes across the semester. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, preparing for class or online tasks and assignments.
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Linkages to Other Papers

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This paper builds on TEACH420 and TEACH421, and makes connections with TEPRO421.
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Prerequisite(s)

Prerequisite papers: TEEDU400, and TEACH420 or TEACH421

Corequisite(s)

Equivalent(s)

Restriction(s)

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