TEACH424-21X (HAM)

Te Kaiako Pakirehua Ngaio: The Inquiring Teacher

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
: richard.calderwood@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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Students develop critical knowledge and understanding of inquiry-based practices, as contextualised in their specialist curriculum subject(s). The paper introduces educational research, teaching inquiry methodologies, ethics, methods, and modes of synthesis.

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Paper Structure

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The Inquiring Teacher Hamilton programme comprises Hamilton participants from both the TEACH424 and TEACH524 papers. As a professional responsibility, attendance is required at the weekly Monday on campus lectures (10.00am-11.00am) and at the weekly two hour workshops. Students have been randomly allocated (across curriculum learning areas) to one of the scheduled workshop groups (A and B) that are facilitated on Tuesdays. Weekly lecture material and guidance for pedagogy will be made available in Moodle as online reference and support material.

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 inquiry and evidence-based pedagogies as research practice across curriculum learning areas and within curricula specialisms.
    Linked to the following assessments:
  • Demonstrate the ability to research, resource, and plan for evidence-based inquiry.
    Linked to the following assessments:
  • Demonstrate specialised knowledge of disciplinary underpinnings, methodologies, and approaches that inform research.
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  • Demonstrate knowledge and understanding of teacher inquiry methodologies, methods, data sources, and analysis.
    Linked to the following assessments:
  • Evaluate contemporary educational research as evidence-based practice that influences teacher practice.
    Linked to the following assessments:
  • Demonstrate 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 ngaio - inquiring teachers.

The assignments are designed to closely align with your learning through the paper's sequence of weekly learning contexts and activities.

Assignment 1: A Junior Secondary Evidence-based Intervention

Due: 18 October

Assignment 2: Critique of a Research-based curriculum/Pedagogy Chapter or Article (Snr. Specialism focus)

Due: 15 November

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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. 1: Jnr. Secondary Evidence-based Intervention (2 Parts 25/25)
18 Oct 2021
11:30 PM
50
  • Online: Submit through Moodle
2. 2: Critique of chapter/article Snr. specialism (2 Parts 30/20)
15 Nov 2021
11:30 PM
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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Required readings

The required readings for the paper are available on Talis at (insert URL). 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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Conner, L. (2015). Teaching as inquiry, with a focus on priority learners. Wellington, NZ: NZCER Press.

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

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

Ministry of Education. (2019). Wānangatia te putanga tauira – National Monitoring study of student achievement [NMSSA] Social Studies 2018.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 from http://nzcurriculum.tki.org.nz/Curriculum-stories/Case-studies/Teachers-as-learners-Inquiry

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

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

Wood, B. What is a social inquiry? Crafting questions that lead to deeper knowledge about society and citizenship. SET: Research Information for Teachers, 3, 20-28.

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Online Support

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Online Support

Across the paper there is a series of online tasks, designed to support you with your learning. All tasks will be accessed via Moodle, however, you will need to also use the library website (and actual physical library), and a range of webpages to help you complete this paper. 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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Workload

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Workload

This is a 15 point paper. University regulations stipulate an expected total student workload for the paper of 150 hours. The paper involves 27 hours of face to face classes across the semester, and 9 hours of online learning. The remaining hours, accumulated at different times across the whole semester, are to be used for completing readings, preparing for class/online tasks and assignments.


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Linkages to Other Papers

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This paper is linked with other papers in the qualification (TEEDU400, TEEDU401, TEACH420, TEACH421, and TEACH422).
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Prerequisite(s)

Prerequisite papers: TEEDU400, TEEDU401 and either TEACH420 or TEACH421

Corequisite(s)

Equivalent(s)

Restriction(s)

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