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Showing 25 course outlines from 1580 matches
426
EDPROFM 208
: Pakirehua Ngaio – Te Whakaako2024 Semester One (1243)
Develops informed understandings about the nature of high quality, effective teaching practices for diverse ākonga. Interprets teaching as inquiry with reference to relevant curricula. Identifies and examines specific teacher actions that support high quality, effective teaching and learning. Further develops understandings of strategies central to the second teaching practicum. Examines te reo Māori discourse appropriate to pakirehua ngaio contexts.
Prerequisite: EDPROFM 102, EDPRACM 100
Corequisite: EDPRACM 204
427
EDPROFM 307A
: Pakirehua Ngaio – Te Pouako Pakirehua2024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum. Examines te reo Māori discourse relevant to pakirehua ngaio contexts.
Prerequisite: EDPROFM 208
To complete this course students must enrol in EDPROFM 307 A and B, or EDPROFM 307
428
EDPROFM 600
: Te Ao Māori: He tirohanga whakamuri kia ahu whakamua2024 Semester One (1243)
Introduces socio-political and historical contexts, including Te Tiriti o Waitangi in order to inform understandings of contemporary challenges and aspirations of Māori in educational contexts. Own social locations and cultural beliefs are examined for their impact on teacher practice and outcomes for Māori learners. Learning opportunities that critically integrate Māori language, knowledge and culture are identified and designed.
Restriction: EDPROFST 601
To complete this course students must enrol in EDPROFM 600 A and B, or EDPROFM 600
429
EDPROFM 600A
: Te Ao Māori: He tirohanga whakamuri kia ahu whakamua2024 Semester One (1243)
Introduces socio-political and historical contexts, including Te Tiriti o Waitangi in order to inform understandings of contemporary challenges and aspirations of Māori in educational contexts. Own social locations and cultural beliefs are examined for their impact on teacher practice and outcomes for Māori learners. Learning opportunities that critically integrate Māori language, knowledge and culture are identified and designed.
Restriction: EDPROFST 601
To complete this course students must enrol in EDPROFM 600 A and B, or EDPROFM 600
430
EDPROFST 102
: Inquiry into Practice 12024 Semester One (1243)
Addresses key influences on learning and development, building and enhancing understandings of personal experiences and identity. Examines concepts central to learning and development such as self-efficacy and self-concept. Explores key aspects within the teacher’s role with an emphasis on reflection, relationship building, communication and collaboration. Introduces strategies central to the first teaching practicum.
No pre-requisites or restrictions
431
EDPROFST 104
: Early Childhood Education in Aotearoa2024 Semester One (1243)
Explores social, historical and contemporary perspectives of early childhood education in Aotearoa. Overviews early childhood services, professional organisations, early childhood curriculum, theories of learning, and children’s play and learning contexts. Examines the roles and responsibilities of teachers in relation to teaching and learning.
No pre-requisites or restrictions
432
EDPROFST 208
: Inquiry into Practice 22024 Semester One (1243)
Develops informed understandings about the nature of high quality, effective teaching practices for diverse akonga. Interprets teaching as inquiry with reference to relevant curricula. Identifies and examines specific teacher actions that support high quality, effective teaching and learning. Further develops understandings of strategies central to the second teaching practicum.
Prerequisite: EDPROFST 102, EDPRAC 100
Corequisite: EDPRAC 204
433
EDPROFST 209
: Developing Learning Communities2024 Semester One (1243)
Introduces students to selected contemporary perspectives on learning. Explores strategies that develop self-regulated and self-efficacious akonga, and support learning. Considers rationale and conditions for establishing cultural connections and relationships within a responsive pedagogy alongside factors that contribute to the creation of classrooms as effective learning communities.
Prerequisite: EDPRAC 100, EDPROFST 102
434
EDPROFST 211
: Engaging with Infants and Toddlers2024 Semester One (1243)
Analyses social, historical, and contemporary issues related to education and care for infants and toddlers. Investigates relevant pedagogies through a range of theoretical, philosophical, and cultural lenses. Explores images of infants and toddlers and understandings of play and assessment. Considers infants’ and toddlers’ learning and wellbeing and the implications for environmental provision and ethical practice.
Prerequisite: EDPROFST 104
Restriction: EDPROFST 366
Restriction: EDPROFST 366
435
EDPROFST 215
: Professional Early Childhood Practice 22024 Semester One (1243)
Develops professional knowledge, skills and dispositions required for effective professional early childhood practice through an inquiry-based approach. Enhances practice in engaging with and responding to diverse tamariki informed by developmental knowledge. Creates opportunities to practise and reflect on skills necessary to manage complex early childhood environments.
Prerequisite: EDPROFST 115
436
EDPROFST 217
: TESOL in Practice I2024 Semester One (1243)
Familiarises students with a range of skills and knowledge in second language learning and teaching in different contexts. It uses pedagogical content knowledge and skills for informing future practice including maximising motivation and engagement in TESOL for diverse and multilingual learners. The course examines professional practice in educational environments using a critically reflective approach.
Restriction: EDPROFST 207
437
EDPROFST 307
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
438
EDPROFST 307A
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 208, EDPRAC 204
To complete this course students must enrol in EDPROFST 307 A and B, or EDPROFST 307
439
EDPROFST 308
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 212, EDPRAC 205
Corequisite: EDPRAC 307
To complete this course students must enrol in EDPROFST 308 A and B, or EDPROFST 308
440
EDPROFST 308A
: Inquiry into Practice 32024 Semester One (1243)
Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.
Prerequisite: EDPROFST 212, EDPRAC 205
Corequisite: EDPRAC 307
To complete this course students must enrol in EDPROFST 308 A and B, or EDPROFST 308
441
EDPROFST 396
: Professional Early Childhood Practice 32024 Semester One (1243)
Develops capability to establish and sustain culturally responsive, ethical, child-focused relationships with tamariki, colleagues and whānau in complex environments. Promotes an inquiry-based approach to demonstrating competency in professional knowledge, and the skills and dispositions required for effective professional early childhood practice.
Prerequisite: EDPROFST 215
442
EDPROFST 398
: TESOL in Practice II2024 Semester One (1243)
Examines a range of contemporary issues relating to Teaching English to Speakers of Other Languages (TESOL) education allowing students to draw connections between theory and practice. Students critically reflect on developments in the TESOL field and their impact on practice. Applies theoretical perspectives and pedagogic principles to the design of TESOL practices in dynamic learning environments.
Prerequisite: EDPROFST 216, 217
Restriction: EDPROFST 306
Restriction: EDPROFST 306
443
EDPROFST 605
: The Early Years Teacher2024 Semester One (1243)
Develops critically reflective practice and knowledge of a range of early childhood contexts. Critiques theories of teaching and teacher identity in relation to own practice and professionalism. Explores issues, ethics, policies and politics that influence teacher identity, well-being and practice. Explores a range of communication skills that support relationships with children, teachers, families and whānau.
Restriction: EDCURRIC 634, EDPROFST 621, 622
444
EDPROFST 609
: Ako2024 Semester One (1243)
Critically examines the implications for effective learning and teaching from a range of perspectives. Addresses what teachers need to know about learners, and how they develop and learn, how to use evidence to promote learning, how to apply the strategies that support responsive teaching and the development of self-regulating learners and teachers.
Restriction: EDPROFST 608
445
EDPROFST 613
: The Adolescent Learner2024 Semester One (1243)
Focuses on theories of motivation and engagement in the context of adolescent development. Uses a social and psychological lens to examine neurological changes, adolescent identity, diverse learners, responsive pedagogies, learning theories and mental health issues. Explores questions relating to understanding adolescents to create a positive classroom environment for students.
Restriction: EDPROFST 612
446
EDPROFST 614A
: The Inquiring Professional2024 Semester One (1243)
Examines what it means to be a professional teacher. Considers the concept of the professional teacher as the adaptive expert, able to enquire into and reflect on the impact of current policies, as well as their practice on the diverse learners they teach.
To complete this course students must enrol in EDPROFST 614 A and B, or EDPROFST 614
447
EDPROFST 705
: Literacy Theory and Practice2024 Semester One (1243)
An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacies education. Aspects of theories and practices in literacies including raising the achievement of Māori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated.
Restriction: EDPROFST 701
448
EDPROFST 738
: Educational Leadership2024 Semester One (1243)
A reflective examination of the theory and practice of educational leadership including the leadership of teaching and learning. Emphasis will be placed on the synthesis of a substantive and integrated knowledge base, which can be applied to authentic work situations and a personal practice context. Focuses on contemporary leadership practices that are central to effective educational leadership.
Restriction: EDPROF 770
449
EDPROFST 744
: Pastoral Care and Counselling in Schools2024 Semester One (1243)
Provides an overview of the theory and practice of pastoral care and counselling within New Zealand schools. It includes an examination of pastoral care systems and counselling services, including the roles of staff, in relation to the academic mission of schools, disciplinary systems, the health of children and young people and the school-community interface.
No pre-requisites or restrictions
450
EDPROFST 745
: Group Counselling2024 Semester One (1243)
A critical examination of group dimensions in counselling activities.
Restriction: EDPROF 745