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This course builds upon TEPI313 Professional Learning and Inquiry 1 and TEPP313 Professional Practice 1. It provides an opportunity for students to deepen understandings of professional and pedagogical aspects of teaching. Students will engage with contemporary educational issues and practice challenges including pedagogies for diverse learners and learning environments, and digital leadership. There is an emphasis on becoming an inquiring and reflective teacher, using ‘teaching as inquiry’ and evidence-based approaches to enhance learning. The course will prepare students for the associated Professional Practice course and also complement learning in other courses in the Graduate Diploma of Teaching and Learning.
On successful completion of this course, participants will be able to:1. Examine practice challenges and dilemmas from an inquiry stance2. Identify and describe evidence-based professional practices that enhance teaching and learning in support of Māori and diverse learners.3. Draw on understandings of theory and practice to explain practice challenges and dilemmas in relation to possible causes, evaluating teacher responses and decision-making4. Critically examine own professional learning and practices in relation to the code and standards for the teaching profession
This course will provide students with an opportunity to develop the Graduate Attributes specified below:
Employable, innovative and enterprising
Students will develop key skills and attributes sought by employers that can be used in a range of applications.
Biculturally competent and confident
Students will be aware of and understand the nature of biculturalism in Aotearoa New Zealand, and its relevance to their area of study and/or their degree.
TEPI313
TEPI614
Students must attend one activity from each section.
Nicki Dabner
David Winter , Sandra Williamson-Leadley , Hilary Kingston , Rachel Maitland , Patrick Shepherd and Annette Searle
Students must pass all assessment requirements to obtain a final passing grade for this course. Final grades will be delivered at an examiners meeting and reported using the UC common grading system.Attendance and Engagement Requirements (Campus students)Full attendance and participation in campus intensive programmes, Tiriti o Waitangi workshops, and noho marae are compulsory requirements of the programme. Students are required to attend all scheduled course workshops and lectures. Students are also required to actively engage with course content including readings, online modules and related activities, and any other requirements specified by the course coordinator, in order to meet the learning outcomes of the course.Students are expected to notify lecturers in writing (e.g. email message) prior to their absence, with an explanation. For extended absences (3 or more days), students should apply to the course coordinator. Extended absences must be accompanied by supporting evidence, e.g. medical certificate. Alternative tasks that demonstrate engagement with course content missed due to absences must be completed to a satisfactory standard if provided. Attendance issues and/or lack of engagement with course content and activities may impact your ability to pass the course and/or complete the 'Teaching Professional Practice' associated with this course.
Compulsory TextbooksHill, M. & Thrupp, M. (2019). The Professional Practice of Teaching in New Zealand. (6th Edition). Cengage. Primary Sector Students: Rātima et al. (2020). The Hikairo Schema for Primary: Culturally responsive teaching and learning. Wellington: New Zealand Council for Educational Research. Secondary Sector Students: Karaka-Clarke et al. (2021) The Hikairo Schema for Secondary: Culturally responsive teaching and learning. Wellington: New Zealand Council for Educational Research.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
Domestic fee $844.00
International fee $3,950.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .