Courses - Faculty of Education And Social Work
Education Professional Studies
Stage I
Hāpai Ākonga
Critically examines the importance of Māori language and culture in New Zealand Education. Develops ability in te reo and mātauranga Māori. Addresses questions such as: How can Māori culture and language be incorporated in pedagogical practices to be productive for Māori educational aspirations as well as the education of all students?
Restriction: EDUC 114, MĀORI 107
Hauora: Early Years Wellbeing
Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te Whāriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing.
Restriction: EDCURRIC 634
Inquiry into Practice 1
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.
Inquiry into Practice 1
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.
Introduction to Early Childhood Studies
Explores key themes related to the study of children, childhood and early childhood education in Aotearoa. Overviews early childhood curriculums, theories of learning, and children’s play and learning contexts. Examines the roles and responsibilities of adults working with children.
Introducing TESOL Education
An introduction to Teaching English to Speakers of Other Languages (TESOL), the core disciplines that contribute foundational knowledge to practice in the profession, and current linguistic, educational, and social needs that it addresses. Particular focus is on developing awareness of how societal and contextual factors shape TESOL educational practice and developing reflective skills necessary to examine and improve practice.
Professional Early Childhood Practice 1
Examines concepts central to learning and development such as identity, self-efficacy and self-concept. Develops strategies for building collaborative relationships and establishing professional communication with colleagues and tamariki. Explores the role of an early childhood practitioner through an inquiry-based approach to working with tamariki.
Stage II
Infant Care and Education
Critically examines the influence of historical and contemporary theory related to early learning and professional practice. Addresses questions such as: How do teachers address responsive practice with infants and toddlers in the New Zealand context? How do relationship-based philosophies address issues for teachers of infants and toddlers? What is the tension between education and care?
Restriction: EDCURRIC 210
Te Whāriki for Diverse Learners
Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success?
Prerequisite: 15 points from EDUC 118, 140 and 15 points from EDUC 119, 141
Promoting Achievement for Diverse Learners
Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning.
Prerequisite: 15 points from EDUC 118, 140, EDUCM 118, 140 and 15 points from EDUC 119, 141, EDUCM 119, 141 or 30 points passed at Stage I in BEd(TESOL)
Early Childhood Assessment
Assessment for learning and teaching in early childhood education is contextualised and examined in relation to key New Zealand and international policy documents. The complexities, roles, and enactment of assessment concerning young children and childhoods are explored, and key learning areas include relevant theoretical frameworks and pedagogical documentation.
Restriction: EDPROFST 214
Interdisciplinary Approach: TESOL
An overview of second language learning and teaching that addresses the interdisciplinary nature of TESOL by developing knowledge, skills and attitudes associated with TESOL within different contexts. Addresses questions such as: What are the important principles, concepts and skills in an interdisciplinary approach to TESOL? Why is intercultural communicative language learning important? How are these concepts evident in practice?
To complete this course students must enrol in EDPROFST 207 A and B, or EDPROFST 207
This course may not be taken concurrently with EDPROFST 306 A and B, or EDPROFST 306
Inquiry into Practice 2
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
Developing Learning Communities
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
Early Childhood Pedagogies
Analyses social, historical, and contemporary issues related to education and care for infants, toddlers and young children. Investigates relevant pedagogies through a range of theoretical, philosophical, and cultural lenses. Explores conceptualisations of infants, toddlers and young children, and understandings of play and assessment. Considers children’s learning and wellbeing and the implications for environmental provision and ethical practice.
Prerequisite: EDPROFST 104
Restriction: EDPROFST 366
Inquiry into Practice 2
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.
Prerequisite: EDPROFST 103, EDPRAC 105
Corequisite: EDPRAC 205
Professional Early Childhood Practice 2
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
TESOL Education in Context
An overview of second language learning and teaching that addresses the interdisciplinary nature of TESOL by developing knowledge, skills and attitudes associated with TESOL within different contexts. The course addresses questions such as: What are the important principles, concepts and skills in an interdisciplinary approach to TESOL? How does digital technology impact TESOL? How are these concepts evident in practice?
Restriction: EDPROFST 207
TESOL in Practice I
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
Introduction to Samoan Language for Teaching
Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language.
Reporting Student Achievement
Develops understanding about assessment of learning with particular emphasis on principles underpinning the gathering of robust summative information, the making of defensible judgements and decisions and reporting student achievement. Policy requirements related to assessment of learning will be critiqued and implications for practice considered.
Introduction to Bilingual Education
An introduction to bilingualism and bilingual education. Examines key principles of programme development and strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary.
TESSOL: Language Learning Needs
Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced.
Stage III
Teaching Health and Physical Education 2
Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements?
Prerequisite: EDPROFST 203
Restriction: EDPROFST 301, 302, EDPROFM 301
Play: Theory and Practice
Develops critical understandings of play related to learning and teaching. Addresses questions such as: How do varied theoretical and philosophical perspectives of play influence professional practice? What are the implications of positioning play as the interface between individual freedom and social constraint? What is the significance of play for creativity, communication and citizenship?
Prerequisite: At least 225 points passed
Restriction: EDCURRIC 215, 313
Contemporary Issues in TESOL
Examines a range of contemporary issues relating to TESOL education allowing students to draw connections between theory, research, their own experiences as language users and practice. Addresses questions such as: What are the latest developments in the theory, policy and practice of TESOL? How does digital technology impact TESOL? How does reflective practice shape the work of the TESOL educator?
To complete this course students must enrol in EDPROFST 306 A and B, or EDPROFST 306
This course may not be taken concurrently with EDPROFST 207 A and B, or EDPROFST 207
Inquiry into Practice 3
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
Inquiry into Practice 3
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
Furthering Learning Through Assessment
Addresses assessment literacy and capability through an informed examination and appraisal of the purposes, strategies and practices of assessment for and of learning. Attention is focused on the ways in which ākonga and teachers can use information and evidence from classroom activities and selected New Zealand assessment tools to support and further learning and achievement for diverse ākonga.
Prerequisite: EDPROFST 209
Restriction: EDPROFST 214
Special Topic: Inquiry into Practice in NZ Schools A
Addresses key influences on the learning and development of an inquiring teacher and examines concepts central to learning and development of students such as self-efficacy and self-concept through the lens of an adaptive expert. Explores key aspects within the teacher’s role with an emphasis on critical reflection, relationship building, communication and collaboration. Introduces strategies central to the first teaching practicum.
Prerequisite: Approval from the Course Director
The Professional Teacher
Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements.
Prerequisite: EDPRAC 202 or 105 points passed at Stage II from the BEd(TESOL) Schedule
Corequisite: EDPRAC 306 or EDPROFST 306
Relational Worlds of Children
Explores the relational worlds of all children in early childhood settings in Aotearoa and globally. Critically examines relevant theories and ideas of childhood and children’s learning including children’s belonging, being and becoming. Relational philosophies and pedagogies connecting teachers, parents and children with local and global communities addressed within the context of culturally sensitive practices.
Multilingual Learners in Schools
Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum.
Prerequisite: 120 points passed at Stage I from the BEd(TESOL)
Teaching Gifted and Talented Students
Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education.
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Restriction: EDPROFST 223, 371
Introduction to Leadership in Education
A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored.
Assessment for Learning
Understandings about the nature and purpose of Assessment for Learning (AFL) will be developed. Emphasis will be placed on strategies associated with AFL and the formative use of information. Policy requirements related to AFL and implications for teachers' practice and students' learning will be examined.
The Politics of Education
The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored.
Reflective Practice for Teachers
Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis.
Refining Professional Performance
Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken.
Teaching Languages in Schools
Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages.
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Restriction: EDUC 318
Environmental Education: An Introduction
An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments.
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Enterprise and Innovation for Teaching
Develops teachers' understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course.
Beyond Special Needs: Inclusive Education
Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access.
Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation
Refining Writing Programmes
Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings.
TESSOL: Language Learning through Tasks
Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences.
Prerequisite: 105 points passed at Stage II from the BEd(TESOL) Schedule
TESSOL: Language Learning in the New Zealand Context
The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning.
Prerequisite: EDPROFST 227 and 372
TESSOL: Language Focused Curriculum
Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching.
Prerequisite: EDPROFST 227, 372 and 373
TESSOL: Assessment
Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds.
Prerequisite: EDPROFST 227
Bilingual Education: Curriculum and Pedagogy
Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre.
Critical Approaches to Literacy
An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning.
TESSOL: Materials Design
Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences.
Prerequisite: EDPROFST 227, 372 and 373
Corequisite: EDPROFST 374
TESSOL: Teacher Research Design
A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal.
Prerequisite: EDPROFST 227, 372, 373 and 374
TESSOL: Teacher Research Implementation
The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences.
Prerequisite: EDPROFST 380
Special Topic: Professional Practice in New Zealand Schools
Develops understanding of values and principles of inclusive education to ensure that relationships with students are based on respect. Addresses pedagogy that is purposefully designed to teach and assess students to meet the reading and writing requirements of the New Zealand curriculum. A particular focus will be on the theories of teaching practice that best support English Language Learners.
Prerequisite: Approval from the Course Director
Special Topic: Inquiry into Practice in NZ Schools B
Engages critical reflection skills through an inquiry into classroom practice that has relevance to own context. Reflects critically on responsive pedagogies impacting on learning. Understands teaching as inquiry and the iterative process it entails, and enables dissemination of this inquiry using appropriate delivery strategies to a range of audiences, including colleagues, mentors and leaders within own countries’ context.
Prerequisite: Approval from the Course Director
Corequisite: EDPROFST 310
Professional Early Childhood Practice 3
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
Current Issues in TESOL
Examines a range of issues relating to Teaching English to Speakers of Other Languages (TESOL) education allowing students to draw connections between theory, research, their own experiences as language users, and practice. Addresses questions such as: What are current developments in the theory, policy and practice of TESOL? Why is intercultural communicative language learning important? How does reflective practice shape the work of the TESOL educator?
Prerequisite: EDPROFST 216
Restriction: EDPROFST 306
TESOL in Practice II
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
Diploma Courses
Te Ao Māori
Critically examines the educational and cultural needs and aspirations of Māori learners and communities. Questions include: What is the social, historical and policy context of schooling for Māori? Why are te reo and mātauranga Māori important and how can they be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for Māori students?
Restriction: EDPROF 601, 603
The Early Years Teacher
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
Relational Worlds of Children
Explores the relational worlds of children in early childhood settings in Aotearoa and globally. Critically examines relevant theories and ideas of childhood and children’s learning including children’s belonging, being and becoming. Relational philosophies and pedagogies connecting teachers, parents and children with local and global communities addressed within the context of culturally sensitive practices.
Restriction: EDCURRIC 630, 634, EDPROFST 621, 622
Ako
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: EDPROF 309, EDPROFST 608
The Adolescent Learner
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
The Inquiring Professional
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
Postgraduate 700 Level Courses
Challenges of Literacy Difficulties
Teachers will critically examine and evaluate research and practice in literacy education, including specific intervention strategies and resources. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including Māori and Pasifika children.
Leading Literacy and Language Inquiries
Systematic inquiries into teaching and learning for students learning languages or facing difficulties with literacy learning. A review and analysis of literature relevant to the practices of teaching and learning languages and literacies, and engagement with a range of theoretical and pedagogical perspectives will inform the inquiries.
Restriction: EDPROFST 310, 371
To complete this course students must enrol in EDPROFST 703 A and B, or EDPROFST 703
Literacy Theory and Practice
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
Language Analysis for Teachers
Provides pedagogically relevant information about the English language. Participants will learn fundamental concepts of grammar, vocabulary and the sound system of English and focus on some of the difficulties that learners, including those who are speakers of other languages, commonly experience as they learn English.
To complete this course students must enrol in EDPROFST 706 A and B, or EDPROFST 706
Children's Literature in Education
A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy.
Media Literacy in Educational Contexts
A critical investigation of the theory and practice of teaching media literacy in educational contexts. Includes consideration of barriers, opportunities and teaching practices in primary and secondary schools and across multiple subject areas. An examination and evaluation of current media education initiatives in New Zealand and internationally.
e-Learning in Practice
A critical analysis of contemporary theory and applied research in educational technology.
Early Years Pedagogy
Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world?
Learning and Teaching in the First Years
Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand?
Social Theory and Physical Education
An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education.
Education for Sustainability
An advanced study of the nature and purpose of environmental education including an examination of sustainability as a contested notion. Theories and pedagogical practices within environmental education in educational settings will be critically analysed in order to enhance professional practice.
Frameworks for Inclusive Settings
An analysis of educational contexts and their impact on the learning and behaviour of students with particular reference to those with special needs. Emphasis is placed upon assisting teachers to develop inclusive learning environments that enhance academic performance and social behaviour.
Restriction: EDPROF 634, 734, EDPROFST 634
Educational Leadership - Level 9
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
Educational Policy and Organisations
An examination of debates about New Zealand educational policy. This course is designed to increase understanding of the policy process and to develop leadership skills and knowledge in being able to interpret and critique policy analyses.
Restriction: EDPROF 771
Educational Leadership in the Electronic Age
Advanced study of the impact of ICT on teaching pedagogies, curriculum and management in educational environments. Emphasis is on assisting educational leaders to focus ICTs on school applications that improve management practice and student learning outcomes.
Restriction: EDPROF 776
Family Counselling
An advanced examination of counselling principles as applied to stresses arising within family relationships.
Restriction: EDPROF 743
Pastoral Care and Counselling in Schools
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.
Group Counselling
A critical examination of group dimensions in counselling activities.
Restriction: EDPROF 745
Early Childhood Curriculum - Level 9
An educational curriculum negotiates social, political, educational and interdisciplinary ideas and theories. Critically examines influences on curriculum pertinent to pedagogical leadership in contemporary early childhood education. What perspectives of children, families and teachers are represented? How do these perspectives privilege particular outcomes? How does practitioner inquiry into curriculum issues underpin and improve practices? Requires the completion of independent research-focused assignments.
Assessment for Learning and Teaching
A critical examination of the relationship between assessment, teaching and learning. The notion of Assessment for Learning will be explored in relation to educational policy, relevant literature and contemporary research. Implications for practice and factors affecting implementation will be explored in detail.
Critical Research Methodologies in Education
An in-depth examination of ways in which critical research methodologies provide new knowledge and offer alternatives, through analysis of social, cultural, economic, political contexts in education. The critical research paradigm will be explored, to understand various perspectives and methods, and to enhance its use in education research. Students will be expected to design an education inquiry using critical research methodologies.
The Inquiring Professional
Optimise learning through a narrative inquiry into practice. Collaboratively and independently engage with theories, strategies and practices of writing life stories to better understand educational processes, practices, places, and policies. Critically analyse relevant literature in a chosen area of interest through a range of writing strategies. Includes writing a critically reflective narrative to inform future practice.
Undertaking Research for School Improvement
Students will learn how to design research that contributes to the understanding and improvement of educational practice. They will develop an understanding of practitioner based research methods and produce a detailed research proposal that includes a clearly defined, and justified, research design and methodology aimed at studying a specific educational problem.
Restriction: EDPROF 772
Research Portfolio BEd(Tchg)(Hons) - Level 9
A supervised programme of coherent research activity related to a selected aspect of professional practice/education. This will lead to the compilation of a research portfolio that reflects the research and content knowledge, understanding and skills developed during the course of the programme.
Restriction: EDPROFST 789
To complete this course students must enrol in EDPROFST 759 A and B, or EDPROFST 759
Christian Religious Education in Integrated Schools
A critical analysis of pedagogical methodology in Christian Religious Education through an examination of contemporary research, scholarship and theory, in Christian Scripture, Christian thought and History and Christian Religious Education in Integrated Schools.
Restriction: EDCURSEC 676
Mentoring Professionals
An advanced examination of approaches to mentoring and coaching. This course will provide a critical analysis of issues and practices associated with developing professional capacity. Emphasis will be placed upon the role of the educational leader in mentoring other staff into educational and leadership roles across an organisation.
Restriction: EDPROF 731
Disability Policy and Practice
Explores contemporary issues and influences in the education of learners with disabilities. Critically examines a range of contemporary social, political and educational responses to disability.
Development in Early Years
An advanced examination of a range of current theories and research issues related to development in early years of childhood. Topics will include: life experiences of children within family/whānau; cognitive, communicative, social, emotional and physical development in a range of contexts.
Developing Mentoring Expertise
Mentoring has been identified as being an essential yet complex ingredient for teacher professional learning and development for new and experienced teachers. Underpinning educative models of mentoring is the development of adaptive expertise that builds knowledge through evidence-informed inquiry. Emphasis is placed on catering for the diversity of learning needs throughout professional careers.
Education and Empowerment
A critical examination of contemporary issues faced in New Zealand's decile 1-3 urban schools. International and New Zealand based literature will familiarise students with current theory and research regarding the history, politics, teaching and learning, and best practice relevant to New Zealand's decile 1-3 urban school students, teachers and communities. Emphasis will be on empowerment theories, underpinned by Freirean perspectives.
Curriculum: Theory, Issues, Practice - Level 9
A critical examination of curriculum using a range of leading educational theories with an emphasis on sociological theory. Importance will be placed on the independent critique of contemporary curriculum issues, and the links between theory, policy and practice. A research informed critical understanding will be applied to the NZ Curriculum Framework, or Te Whāriki, or to a sector in the NZ education system.
Special Topic
To complete this course students must enrol in EDPROFST 780 A and B, or EDPROFST 780
Special Topic
To complete this course students must enrol in EDPROFST 781 A and B, or EDPROFST 781
Educational Change - Level 9
Critically examines the purposes and processes of educational change, including a reflection on practices that promote successful outcomes for change initiatives. Processes of educational change in both New Zealand and international contexts will be studied and critiqued from individual, organisational and systemic perspectives. Focuses on leadership practices that have the potential to promote change for improvement.
Special Study
To complete this course students must enrol in EDPROFST 784 A and B, or EDPROFST 784
Special Topic
To complete this course students must enrol in EDPROFST 786 A and B, or EDPROFST 786
Dissertation in Mathematics Education - Level 9
To complete this course students must enrol in EDPROFST 789 A and B
Research Project - Level 9
Restriction: EDPROF 790, 796, EDPROFST 796
To complete this course students must enrol in EDPROFST 790 A and B, or EDPROFST 790
Dissertation - Level 9
To complete this course students must enrol in EDPROFST 793 A and B, or EDPROFST 793