TEEDU400-21H (BLK)

Ngā Horopaki Whakaako ki Aotearoa: Teaching in the Aotearoa Context

30 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)

: helen.findlay@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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This paper provides opportunities for inquiry into ways that teachers and educators work within Aotearoa. Students critically examine personal beliefs, cultural shaping, educational influences, learning theories, and emerging teacher identity.
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Paper Structure

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This paper is taught during the Summer between Monday January 11th and Friday February 5th.

Week One 11-15 January is fully online.

Week Two 18-22 January is face to face on the Hamilton campus ( a complete programme for this week will be available when the class begins).

Week Three 25-29 January is fully online

Week Four 1-5 February is fully online

Students need to be prepared to spend 40 hours per week engaged in some way with the teaching, learning and assessment in this paper. (See workload below)

Online class interaction takes place in Moodle, the Learning Management System at the University of Waikato. Most of the online class activity is asynchronous.

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Learning Outcomes

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Students who successfully complete the course should be able to:

  • Examine the historical, political, and current social and cultural influences on teaching and learning in schools in centres in Aotearoa.
    Linked to the following assessments:
  • Examine personal beliefs, cultural shaping, and wider educational influences on their identity.
    Linked to the following assessments:
  • Identify and critique major learning theories and influences on education.
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  • Examine the nature and purpose of curriculum policy and discourses.
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  • Demonstrate a reflective and research-informed stance on their role and ethical obligations as learners and future teachers.
    Linked to the following assessments:
  • Examine and apply second language acquisition methodologies and resources to demonstrate developing language proficiency in te reo Māori.
    Linked to the following assessments:
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Assessment

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Assignment 1 (Position statement): 35%

Assignment 2 (Professional learning Record): 30%

Assignment 3 (Individual contribution and group presentation) 35%

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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. Assignment 1 (Position statement): 35%
21 Jan 2021
9:30 PM
35
  • Online: Submit through Moodle
2. Assignment 2 (Professional learning record): 30%
26 Jan 2021
9:30 PM
30
  • Online: EPortfolio System
3. Assignment 3 (Individual contribution and group presentation) 35%
5 Feb 2021
9:30 PM
35
  • 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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Hill, M., & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th ed.). South Melbourne, Vic., Australia: Cengage.
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Recommended Readings

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Readings provided through the online Reading List includes but is not limited to chapters/sections from the following sources:

Bishop, R. (2019). Teaching to the north-east: Relationship-based learning in practice. Wellington, New Zealand: NZCER Press.

Davis, B., Sumara, D., & Luce-Kapler, R. (2015). Engaging minds: Changing teaching in complex times (2nd ed.). New York, NY: Routledge.

Loughran, J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. Retrieved from http://journals.sagepub.com.ezproxy.waikato.ac.nz/doi/abs/10.1177/0022487102053001004

Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Sydney, NSW: Allen & Unwin. Retrieved from: https://www-taylorfrancis-com.ezproxy.waikato.ac.nz/books/9781136969683/chapters/10.4324%2F9780203851470-19

Ministry of Education. (2007). The New Zealand curriculum for English medium teaching and learning in years 1-13. Auckland, New Zealand: Learning Media.

Ministry of Education. (2009). Te Aho Arataki marau mō te ako i te reo Māori. Curriculum guidelines for teaching and learning in te reo Māori in English-medium schools years 11-13. Auckland, New Zealand: Learning Media.

Ministry of Education (2011). Tāpasa: Cultural competencies for teachers of Pacific learners. Wellington, New Zealand: Ministry of Education.

Ministry of Education. (2013). Kā Hikitia: Accelerating success 2013-2017, te Māori education strategy. Auckland, New Zealand: Learning Media.

Olsen, B. (2010). Teaching for success: Developing your teacher identity in today's classroom. Boulder, CO: Paradigm. Retrieved from https://www.taylorfrancis-com.exproxy.waikato.ac.nz/books/9781317271598.

Palmer, P.J. (2017). The heart of a teacher: Identity and integrity in teaching. The courage to teach: Exploring the inner landscape of a teacher's life (pp. 43-68). Somerset, NJ: John Wiley & Sons Inc. Retrieved from: https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?docID=4940765&ppg=43

Te Tāhuhu o te Mātauranga. (2008). Te Marautanga o Aotearoa. Auckland, New Zealand: Learning Media.

NOTE: Specific guidance on what to read each week will be provided in Announcements and Study Guide pages.

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Online Support

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Support is available from the Class Librarian, VERD in Moodle, other resources available from the top level of Moodle and from Student Learning http://www.waikato.ac.nz/students/student­learning/.
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Workload

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Students need to be prepared to spend 40 hours per week engaged in with the teaching (including viewing, listening and note-taking), learning (including participating and contributing in discussing, reading, reviewing, revising and reflecting) and assessment (familiarity with instructions, planning, drafting, checking sources, collaboration, revising, referencing, editing and proof reading) in this paper including independent study (using knowledge of self as learning and matching your situation).

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Linkages to Other Papers

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This paper is foundational for other papers in the qualification.
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