Builds relationships and establishes professional communication with ākonga and colleagues. Engages in collaborative teaching and learning. Explores the role of the professional teacher through an inquiry-based approach to teaching and learning.
Develops knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses questions such as: What does it mean to be a teacher? What does it mean to be a professional? How are teachers learners? How do teachers establish professional relationships in complex environments? Requires demonstration of emerging pedagogical practice.
Develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses such and Education 748 questions as: What does it mean to be a teacher, to be a professional, and to establish professional relationships in complex environments? Requires demonstration of developing pedagogical practice.
Builds relationships and establishes professional communication with ākonga and colleagues. Engages in collaborative teaching and learning. Explores the role of the professional teacher through an inquiry-based approach to teaching and learning.
Uses research-informed approaches to develop understandings about how children learn. Develop skills in observational techniques and reflection exploring the diverse ways children learn in different curriculum areas, how they communicate, and how they respond in different contexts. Experience and explore authentic educational contexts, observe teacher’s professional interactions, and connect these experiences with theory and the New Zealand curriculum.
Further develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses questions such as: How do I teach responsively and purposefully? How do I establish and maintain professional relationships in complex environments and manage the environment effectively and professionally to enable success for learners? Requires demonstration of effective developing pedagogical practice.
Further develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses questions such as: How do I teach responsively and purposefully; establish and maintain professional relationships in complex environments and manage the learning environment effectively and professionally to enable success for learners? Requires demonstration of effective developing pedagogical practice.
Further develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Requires demonstration of developing pedagogical practice and addresses such questions as: Do I as a teacher practise responsibility and teach purposefully to establish and maintain professional relationships in complex environments?
Develops professional knowledge, skills and dispositions required for effective teaching and learning through an inquiry-based approach. Engages in noticing, recognising and responding to diverse learners. Practises and reflects on skills necessary to manage complex learning environments.
Develops professional knowledge, skills and dispositions required for effective teaching and learning through an inquiry-based approach. Engages in noticing, recognising and responding to diverse learners informed by or guided by curricula. Practises and reflects on skills necessary to manage complex learning environments.
Uses research-informed approaches to develop understandings about how education spaces are informed, shaped and utilised to enhance children’s learning, including the role of planning and assessment. Critically explores how learning environments, schooling practices, people, places, policy, culture and current issues impact learning. Through practices of noticing and reflecting students consider their developing professional identity making links between theory and practice.
Establishes and sustains culturally responsive, ethical, learner-focused relationships with ākonga, colleagues and whanau in complex environments. Utilises an inquiry-based approach to demonstrate competency in professional knowledge, and the skills and dispositions required for effective teaching in Aotearoa New Zealand.
Establishes and sustains culturally responsive, ethical, learner-focused relationships with ākonga, colleagues and whanau in complex environments. Utilises an inquiry-based approach to demonstrate competency in professional knowledge, and the skills and dispositions required for effective teaching in Aotearoa New Zealand.
Supports students to develop professional knowledge, skills and dispositions required for effective primary teaching in New Zealand. Examines what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whānau in complex environments. Developing ability to meet key teaching tasks Teaching Council requirements.
Supports students to develop professional knowledge, skills and dispositions required for effective primary teaching in New Zealand. Examines what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whānau in complex environments. Demonstrates ability to meet key teaching tasks to meet Teaching Council requirements.
Critically evaluates personal pedagogy to consolidate understanding and management of the learning and teaching processes. Requires demonstration of informed and ethical practice and addresses such questions as: How do I manage the complexity of teaching?
Uses an evidence-based approach to develop professional knowledge, skills and dispositions for effective teaching in primary and middle school contexts. Addresses what it means to establish effective professional relationships and to teach inclusively and purposefully in complex environments. Requires demonstration of informed and ethical pedagogy.
Uses an evidence-based approach to develop professional knowledge, skills and dispositions for effective teaching in secondary school contexts. Questions include: what does it mean to establish positive professional relationships and to teach inclusively and purposefully in complex environments? Requires demonstration of informed and ethical pedagogy.
Uses an evidence-based approach to support students to develop the professional knowledge, skills, and dispositions required for effective primary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues, and whānau in complex environments.
Uses an evidence-based approach to support students to develop the professional knowledge, skills, and dispositions required for effective secondary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues, and whānau in complex environments.
Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective ECE teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Ākonga build professional relationships and enact practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whanau in complex environments.
A continuation of EDPRAC 613. Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective ECE teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Ākonga build professional relationships and enact practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whanau in complex environments.
Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective primary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally and Education 750 responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whānau in complex environments.
A continuation of EDPRAC 615. Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective primary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner- focused relationships with diverse ākonga, colleagues and whānau in complex environments.
Students will explore what it means to take an ‘inquiry stance’ as a framework for posing, investigating and addressing practice issues. They will investigate a range of practitioner research approaches, develop an understanding of practitioner research methods and design a well justified research question and proposal for an ethical investigation of a professional practice setting.
Within the context of concurrent field-based teaching, advances professional, analytical and reflective skills in completing a sustained portfolio of teaching practice evidence. Students complete and evaluate a practitioner- inquiry investigation project in a specialist learning area, consistent with the valued learner outcomes as defined by the New Zealand Curriculum.