TEACH515-21X (NET)

Te Pouako hei Kairangahau Teacher as Researcher

30 Points

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Division of Education
PVC's Office

Staff

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Convenor(s)

Lecturer(s)

Administrator(s)

: claire.coleman@waikato.ac.nz
: 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
: 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.
    • 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 extends evidence-based inquiry approaches for teaching and learning in New Zealand classrooms (begun through the paper Te Kaiako Pakirehua Ngaio: The Inquiring Teacher) with a focus on one or more of: engaging diverse learners; Te Reo Maori nga Tikanga-a-Iwi; pedagogically informed digital technology use.

This is a compulsory paper for the Master of Teaching and Learning that leads to provisional registration as a teacher in New Zealand. At the completion of all papers in your ITE programme, we are asked to attest to the Academic Coordinator or Programme Leader that you have displayed the attributes required of an effective teacher. The same applies to this paper.

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

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Paper Structure

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This paper is taught with participants from TEACH515 and TEACH525 (TGA, HAM, NET). For all groups, weekly sessions will occur both physically face-to-face (kanohi ki te kanohi) and via Zoom, followed by guided study that can occur synchronously with others for short periods. Live sessions include lecture information, readings guidance, and group tasks. Other tasks may be undertaken asynchronously whether NET, HAM, or TGA. This is intended to suit all conditions as equitably as possible. Key live sessions occur between 9-12 Mon-Wed of the programme- at least in the initial few weeks.

As a professional responsibility, it is expected that you will fully engage in the programme's weekly evidence-based inquiry/ research/ rangahau contexts. It is important to undertake assigned mahi as it underpins key aspects of the paper's assignment.

Key aspects therefore consist of:

  • live collaborative sessions (eg instructional sessions, group tasks, Q&A)
  • asynchronous mahi (eg shared readings for annotation; peer feedback; draft reviews one-to-one)
  • intensive tutorials (eg methodological/method/ethical issues; nature of 'critique')
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Learning Outcomes

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Students who successfully complete the paper should be able to:

  • Formulate, craft and respond to a research question (RQ) for and in, an evidence-based inquiry
    Linked to the following assessments:
  • Critically examine inquiry and evidence-based research practice
    Linked to the following assessments:
  • Critique methods, data sources, analysis and broad paradigms underpinning classroom research inquiry
    Linked to the following assessments:
  • Evaluate contemporary educational research as evidence-based practice in the form of a literature review/report that may influence your future teacher practice

    Your evaluation of educational research must relate to one or more of the following:

    • engaging diverse learners
    • Te Reo Māori nga Tikanga-a-iwi
    • pedagogically informed use of ICT.
    Linked to the following assessments:
  • Demonstrate critical understanding of an ethical research stance and the nature of an insider researcher in education
    Linked to the following assessments:
  • Critically reflect on the teaching as inquiry process as enacted in relation to any planned or undertaken intervention
    Linked to the following assessments:
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Assessment

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You will examine an educational question in some depth through researching the literature and methods in your chosen field and show how the findings from that (mainly document) research may apply to a specific Aotearoa New Zealand education sector or subject. The results of this investigation are presented in a 7,000-10,000 word literature review. You will develop understanding of literature-based research approaches that inform practitioner decision-making to support learner outcomes, as well as other methods applicable in educational contexts. Through an inquiry and reflective stance you will develop a critical understanding of teaching as a research-based and evidence-informed practice that will position you well to undertake research of your own and/or with others as it relates to educational contexts.
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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. Literature Review/Report
24 Jan 2022
11:30 PM
100
  • 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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The designated Perusall tool is available in Moodle for group analysis and itemised in the Readings List
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Recommended Readings

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Other Resources

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Readings List contains a wide list of articles to draw on as a starting point for understanding:

  • research ethics
  • methods
  • insider researcher position
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Online Support

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  • Materials are available in Moodle
  • Librarians are available for support during the paper
  • They will also provide a tutorial on using library databases. This occurs on the first Tuesday morning
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Workload

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This is a 30 point paper. University regulations stipulate an expected total student workload for the paper of 300 hours. The paper involves the designated days (Mon-Wed 9-12) for classes, peer support, tutorials and feedback sessions across the paper. We are unlikely to use every day of these designated days for formal instruction, especially closer to the submission date.

The remaining student learning hours are yours for reading, supporting peers, drafting your assignment and addressing feedback, preparing for any specific class/online tasks and completing your assignment ready for submission.

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