TEPP205-13T3 (D) Term Three 2013 (Distance)

Professional Practice 3: Responsibilities and Relationships

15 points

Details:
Start Date: Monday, 2 September 2013
End Date: Sunday, 29 September 2013
Withdrawal Dates
Last Day to withdraw from this course:
  • Without financial penalty (full fee refund): Sunday, 8 September 2013
  • Without academic penalty (including no fee refund): Sunday, 22 September 2013

Description

This course provides students with opportunities to progress towards the demonstration of appropriate competencies and professional qualities. The course focuses on becoming a teacher as it is closely linked to Professional Inquiry 2. Associate Teachers assist the College to assess students' developing competence as a teacher.

Learning Outcomes

  • On the successful completion of this course, participants will be able to:
  • Reflect on the responsibilities and relationships associated with the teaching of infants, toddlers and young children at a Year 2 level.
  • Demonstrate professional qualities at a satisfactory level or above.
  • Demonstrate competencies at a satisfactory level or above
  • Demonstrate the ability to set and achieve goals and engage in reflective practice as appropriate for a Year 2 student.

Equivalent Courses

Contact Person

Lynda Boyd

Assessment

Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines. Assessment for professional practice placements is competency based. See the ‘Assessment Guidelines for Students’ for further information on grades and criteria.
Details of Assessment:
Students will be placed in an early childhood setting for a period of four weeks. Students will meet the competencies for a Year 2 placement as detailed in the TEPP Report Book and will complete all other requirements as set out in the TEPP report book.

Textbooks / Resources

Required Texts

Clark, Beverley. , Grey, Anne; Āta kitea te pae = Scanning the horizon : perspectives on early childhood education ; Pearson, 2010.

Fleer, Marilyn; Early learning and development : cultural-historical concepts in play ; Cambridge University Press, 2010.

Choo, S.S.(2009). Explorations of contextual criticism in postmodern applications of reflective practice. 'Teaching & Learning," 24(1), 35-45.

Dalli, C.(2010). Towards the re-emergence of a critical ecology of the early childhood profession in New Zealand. ‘Contemporary Issues in Early Childhood,’ 11(1), 61-73.

Langford, R. (2010). Theorizing an early childhood educator’s authority for the advancement of social goods. ‘The Alberta Journal of Educational Research,’ 56(3), 291-303.

Lockie, C. (2010). Re-adjusting the Hubble: Recognising leadership in early childhood. ‘Journal of Educational Leadership, Policy and Practice.’ 25(2). 94-100.

MacNaughton, G (2005). Imagining professional learning for a change: Becoming again in critically knowing communities. (pp 188-213). In G. MacNaughton, ‘Doing Foucault in Early Childhood Studies’. Applying Poststructural Ideas. London: Routledge.

Moss, P. (2010). We cannot continue as we are: The educator in an education for survival. ‘Contemporary Issues in Early Childhood’. 11(1), 8-19.

Ritchie, J. (2010). Being ‘sociocultural’ in early childhood education practice in Aotearoa. ‘Early Childhood Folio,’ 14(2), 2-7.

Skerrett, M. (2010). A critique of the Best Synthesis with relevance to Māori leadership in education. ‘Journal of Educational Leadership, Policy and Practice,’ 25(1), 42-50.

Te One, S. (2010). Advocating for infants’ rights in early childhood education. ‘Early Childhood Folio’. 14(1), 13-22

Vasquez, V. (2007). Using the everyday to engage in critical literacy with you children. ‘New England Reading Association Journal,’ 43(2), 6-11.

Vaealiki, S. & Mackey, G. (2008). Ripples of action: Strengthening environmental competency in an early childhood centre. ‘Early Childhood Folio,’ 12, 7-11.

TEPP205 contributes to the following NZTC graduating Teacher Standards:
Standard 1 a,b,c,d, 2 a,b,  3 a,b,c, 4 a,c,d,e,f, 5 a, 6 a,b,c,d,e, 7 c.

Additional Course Outline Information

Assessment and grading system

Assessment procedures will follow the established policies of the UC College of Education Assessment Guidelines. Assessment for professional practice placements is competency based. See the ‘Assessment Guidelines for Students’ for further information on grades and criteria.

Details of Assessment:
Students will be placed in an early childhood setting for a period of four weeks. Students will meet the competencies for a Year 2 placement as detailed in the TEPP Report Book and will complete all other requirements as set out in the TEPP report book.

Other specific requirements

COURSE CONTENT:
On the successful completion of this course, participants will be able to:
• Practical supervised experiences over a four week period in an early childhood setting.
• Activities and experiences as per the Professional Placements expectations for Year 2 students in the BTchLn (Early Childhood).
• Completion of the TEPP Report Book, indication of the successful completion of the ‘Learning Outcomes’ for this course.

Indicative Fees

Domestic fee $644.00

International fee $2,875.00

* 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 .

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