TEEDU400-22X (BLK)

Ngā Horopaki Whakaako ki Aotearoa: Teaching in the Aotearoa Context

30 Points

Edit Header Content
Division of Education
Te Kura Toi Tangata School of Education

Staff

Edit Staff Content

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
: 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.
Edit Staff Content

Paper Description

Edit Paper Description Content
This paper provides opportunities for inquiry into ways that teachers and educators work within Aotearoa. Students critically examine personal beliefs, educational influences, learning theories, Matauranga and Te Reo Maori, and emerging teacher identity.
Edit Paper Description Content

Paper Structure

Edit Paper Structure Content

This paper is taught full-time during the summer (X semester) over 5 weeks between Monday 17 January and Friday 18 February.

Week One (17-21 January) is a block week taught face-to-face on the Hamilton campus (a complete programme for this week will be provided when you arrive).

Weeks Two to Five (24 January - 18 February) are fully online.

In each of the five teaching weeks, 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.

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 the 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).

Edit Paper Structure Content

Learning Outcomes

Edit Learning Outcomes Content

Students who successfully complete the paper 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, wider educational influences, Mautauranga and Te Reo Maori, and identity.
    Linked to the following assessments:
  • Identify and critique major learning theories and influences on education.
    Linked to the following assessments:
  • Examine the nature and purpose of curriculum policy and discourses.
    Linked to the following assessments:
  • 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:
Edit Learning Outcomes Content
Edit Learning Outcomes Content

Assessment

Edit Assessments Content

Assignment 1: Individual/group contributions (20%)

Assignment 2: Position statement and professional learning response (45%)

Assignment 3: Te Reo Māori ePortfolio entries (35%)

Edit Additional Assessment Information Content

Assessment Components

Edit Assessments Content

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: Individual/group contributions
20 Feb 2022
11:30 PM
20
  • Online: Submit through Moodle
2. Assignment 2: Position statement & professional learning response
16 Feb 2022
11:30 PM
45
  • Online: Submit through Moodle
3. Assignment 3: e-portfolio entries
18 Feb 2022
11:30 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
Edit Assessments Content

Required and Recommended Readings

Edit Required Readings Content

Required Readings

Edit Required Readings Content

For ECE students:
Arthur, L., Beecher., B., Death, E., Dockett, S., & Farmer, S. Programming and Planning in Early Childhood Settings. (6th, 7th or 8th ed.). Cengage.

For primary and secondary students:
Hill, M., & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th ed.). Cengage.

The above required texts will be used in multiple papers throughout the year. Both books are available:

Edit Required Readings Content

Recommended Readings

Edit Recommended Readings Content

Readings provided through the online Reading List include but are 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.

Edit Recommended Readings Content

Online Support

Edit Online Support Content

Students are strongly encouraged to make use of the student support services available.

Library:

  • https://www.waikato.ac.nz/library/for/teachers
  • https://www.waikato.ac.nz/library/guidance/book-a-consultation
  • https://www.waikato.ac.nz/library/guidance/get-help

Student Learning:

  • http://www.waikato.ac.nz/students/student­learning/
  • https://www.waikato.ac.nz/teaching-and-learning/student-learning/appointments/book-a-consultation

Links to additional support resources are available along the top menu bar in Moodle.

Edit Online Support Content

Workload

Edit Workload Content

This is a 30 point paper, which means that you should engage with 300 hours of study. This includes 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.

Edit Workload Content

Linkages to Other Papers

Edit Linkages Content
This paper is a prerequisite for the other papers in the qualification.
Edit Linkages Content