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This course builds upon TEPI413 Professional Learning and Inquiry 1 and TEPP413 Professional Practice 1. It provides an opportunity for students to deepen understandings of professional and pedagogical aspects of teaching. Students will synthesise research-informed and experience-based knowledge in critical examination of their own and others' professional and pedagogical practices. Students will engage critically 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 critically 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 Postgraduate 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
TEPI413
TEPI314
Students must attend one activity from each section.
Nicki Dabner
Patrick Shepherd , Sandra Williamson-Leadley , Rachel Maitland Mata'afa , Annette Searle , Hilary Kingston and Lynne Connor
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)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 TextbooksAbbiss, J., Samu, T., & Thrupp, M. (Eds.). (2025). The professional practice of teaching in Aotearoa New Zealand (7th ed.). Cengage. Primary Sector Students:Rātima, M., Smith, J., Macfarlane, A., & Macfarlane, S. (2020). The Hikairo schema for primary: Culturally responsive teaching and learning. NZCER Press.Secondary Sector Students: Karaka-Clarke, T. H., Smith, J., Rātima, M. T., Macfarlane, A. H., Macfarlane, S., Maitland, R., Davies, L., Kururangi, K. M., & Stevens, S. (2021). The Hikairo schema for secondary: Culturally responsive teaching and learning. NZCER Press.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
Domestic fee $1,150.00
International Postgraduate fees
* 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 Curriculum, Pedagogy and Assessment .