TEPRO100-22X (NET)

Professional Experience 1 (Early Childhood)

15 Points

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Division of Education
Te Kura Toi Tangata School of Education


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: corinne.nicholson@waikato.ac.nz
: christine.stewart@waikato.ac.nz

Placement/WIL Coordinator(s)


Student Representative(s)

Lab Technician(s)


: alistair.lamb@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 students to develop critical knowledge and understanding of the teacher’s professional role and to apply pedagogical practices in key teaching tasks.

In this paper, students must demonstrate satisfactory and consistent professional development in relation to:

•the Professional Standards - evidenced through the Key Teaching Tasks (KTTs) and relevant signposts related to the Culminating Integrative Assessment (CIA).

•the specified Learning Outcomes for this TEPRO paper

Students will explore current issues, reflect on their own experiences, and review and discuss practical scenarios to equip them for their Professional Experience 1

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Paper Structure

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The paper will be taught through fortnightly tutorials (accessed online via the TEPRO100 Moodle page) commencing the week of 7th March as well as undertaking professional experience in an ECE setting. There will be an introductory session relating to Professional Experience held during the on campus week in February.

Students will undertake professional experience within ECE setting 1 on the following dates:

  • A weekly Professional Experience Early Childhood Education (PEECE) placement day (typically every Thursday) in ECE Setting 1 during University teaching weeks: 7th March - 10th June (x12 PEECE days) in Trimester A and again 18 July - 21 Oct (x12 PEECE days) in Trimester B
  • A one week full-time block professional experience: 14th-17th June
  • A three week full-time block professional experience: 25 October- 11th November

The TEPRO100 Moodle will be used to provide general announcements and updates regarding professional experience and is the key place to access fortnightly topics/content related to this paper (via Google slides and course materials, online discussion groups, reading responses, and/or Zoom tutorials).

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 the personal and professional qualities required to meet the Standards for the Teaching Profession in a supported environment and take responsibility for the integrity of the profession
    Linked to the following assessments:
  • demonstrate engagement with and application of Te Reo Māori, mātauranga Māori, and ngā tikanga-ā-iwi
    Linked to the following assessments:
  • develop knowledge of pedagogical approaches based on manaakitanga (caring for tamariki and acknowledging their mana), mana motuhake (having high expectations), ngā whakapiringatanga (creating an effective learning environment), wānanga and ako (using a
    range of dynamic, interactive teaching styles), kotahitanga (teachers and children and whānau reflecting together on learning in order to move forward collaboratively) and connecting theory with practice
    Linked to the following assessments:
  • demonstrate knowledge of the key documents to inform and influence teaching, such as Te Whāriki
    Linked to the following assessments:
  • demonstrate an emerging pedagogical practice that contributes to the learning of tamariki and is informed by theory and practice.
    Linked to the following assessments:
  • engage in ethical professional and collaborative relationships with ECE colleagues, parents/whānau, and their communities
    Linked to the following assessments:
  • demonstrate progress towards meeting the requirements of the New Zealand Teaching Council’s Ngā Tikanga Matatika Ngā Paerewa: Our Code Our Standards (with support),Tātaiako: Cultural competencies for New Zealand teachers, and Tapasā: Cultural competencies
    Linked to the following assessments:
  • reflect on the effectiveness of practice in an ongoing way using evidence from a range of sources and guidance from Mentor Teachers.
    Linked to the following assessments:
  • discuss identification of an educational dilemma as it relates to their particular learning context     
    Linked to the following assessments:
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In order to meet the requirements of TEPRO100, you will need to have ALL required documentation submitted by the due dates. This includes a collection of evidence garnered from the following sources:

- Professional Experience documentation that demonstrates a satisfactory level of teaching practice based on Our Code, Our Standards and the Key Teaching Tasks (KTTs). This reporting is by the student, your Mentor Teacher and visiting lecturers and usually submitted via MyWiL.

- An e-portfolio including progress made towards Key Teaching Tasks (KTTs) and Professional Standards. The e-portfolio will demonstrate this through student goal setting, tasks, reflections (using a model), and artefacts of students' practice, for example, photos and videos. This will also include four signposts related to the Culminating Integrative Assessment (CIA).

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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. Professional Experience Requirements
13 Nov 2022
11:30 PM
  • Other: via MyWiL
2. E-portfolio requirements
13 Nov 2022
11:30 PM
  • 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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Clark. C., & Grey, A. (Eds.) (2010). Āta kitea te pae - Scanning the horizon. Perspectives on early childhood education. Pearson

Ministry of Education–Te Tāhuhu o te Mātauranga. (2018). Tapasā: Cultural competencies framework for teachers of Pacific learners. Ministry of Education

Ministry of Education–Te Tāhuhu o te Mātauranga. (2017). Te whāriki: He whāriki mātauranga mō ngā mokopuna o Aotearoa: Early childhood curriculum. Ministry of Education.

Ministry of Education–Te Tāhuhu o te Mātauranga. (2016). Tātaiako: Cultural competencies for teachers of Māori learners. Ministry of Education.

Ministry of Education - Te Tāhuhu o Te Mātauranga & New Zealand Teachers Council–Te Pouherenga Kaiako o Aotearoa. (2011). Tātaiako: Cultural competencies for teachers of Māori learners. Ministry of Education. https://teachingcouncil.nz/required/Tataiako.pdf

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Recommended Readings

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Hill, M.F, & Thrupp, M. (2019). The professional practice of teaching in New Zealand (6th ed.). Pearson.

O'Connor, A., & Diggins, C. (2002 ). On reflection: Reflective practice for early childhood educators. Open Mind.

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Online Support

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Students can also use Moodle to communicate with ProfEx Coordinator and email to communicate with Liaison and Evaluative Lecturers.

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 tutorials are whole class notices.
Tutorial presentations/material will be made available on Moodle.
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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 25-30 hours of direct engagement (online and via Zoom) across Trimester A and Trimester B and professional experience hours in an ECE setting (both weekly PEECE placement, a 1-week block and a culminating 3-week block). The remaining hours, accumulated at different times across the whole semester, are to be used for completing e-portfolio requirements, such as writing reflections and completing professional experience PEECE tasks.

Students will attend all required Professional Experience days/expected hours as outlined in the ECE Handbook. Students are encouraged to make up any missed professional experience days to ensure they meet all Teaching Council requirements.

Students will document evidence of professional learning and development as a teacher within their e-portfolio (using Google Sites).

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Linkages to Other Papers

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All papers in this programme will support the student to make connections between theory and practice and content/topics in this paper.

At the successful completion/pass grade of this course, students will be eligible to enrol in the second professional experience paper TEPRO200

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Restricted papers: TEDE111, TEDE131.

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