Courses - Faculty of Education And Social Work
Education Professional
Stage III
Ako
Critically examines implications for effective learning and teaching from a range of perspectives. Addresses what teachers need to know about learners, how they develop and learn, how to use evidence to promote learning, and the development of self-regulating learners and teachers. Critically explores teacher expectations, planning and assessment. Develop strategies for inclusion, neurodiversity and responsive pedagogies.
Postgraduate 700 Level Courses
Interdisciplinary Pedagogy in New Zealand
Critically analyses the bi-cultural, multicultural, social, political, economic, historical and legal contexts of teaching and learning in New Zealand. Examines and evaluates pedagogical theories, evidence informed practices, and attitudes that are critical to being a professional teacher of adolescent learners in New Zealand.
Accelerating Achievement
Focuses on assessment practices in the context of secondary education in Aotearoa New Zealand, and addresses the enduring challenge of equity in schools to accelerate the achievement of priority learners. Students will engage with current assessment practices, including national qualifications, and will use data and evidence-based research in developing teaching, learning, and assessment practices.
Curriculum Design in Practice
Critically examines challenges in curriculum conception, design, and enactment in relation to the effects of the discourses of 21st century learning, particularly in the context of Aotearoa New Zealand. Draws on research to examine the knowledge versus skills debate in the high autonomy context of curriculum making in educational settings in New Zealand.
Advanced Study of Education Practice - Level 9
Students will undertake an advanced study of contemporary issues, innovations, or curriculum and pedagogical advancement relating to educational practice. This will involve independent work demonstrating application of highly specialised knowledge that is at the forefront of contemporary education practice.
Prerequisite: 60 points from the Master of Education Practice Schedule with a GPA of 5.0 or higher
Language Learning Needs
Investigates strategies to identify, analyse and respond to additional language learning needs of learners from early childhood to secondary settings. Acknowledges the role of first/heritage languages and culture, and philosophies of empowerment. Examines pedagogical frameworks for planning effective language and content integrated teaching. Students review, trial and modify tasks and learning sequences for specific teaching contexts.
Restriction: EDPROFST 227, 372
To complete this course students must enrol in EDPROF 705 A and B, or EDPROF 705
The Psychology of Teaching
Critically examines and evaluates contemporary psychological theories of learning and teaching and how these can be applied to professional practice.
Bilingual Education
Examines theories, models, and principles for bilingualism and Bilingual Education, as well as multilingual approaches in English-medium contexts. Investigates and critiques programmes, pedagogical approaches, resources, and strategies for bilingual learners in English-medium, Māori-medium, Pacific bilingual/immersion, early childhood, primary or secondary educational contexts. Students develop policy, curriculum and assessment materials suitable for bilingual learners in a particular educational context.
Restriction: EDPROFST 226, 377
To complete this course students must enrol in EDPROF 707 A and B, or EDPROF 707
Critical Literacy and Assessment
An exploration of the theory, research and issues for effective critical literacy pedagogy within multicultural environments. A critical investigation into assessment methodologies for socio-culturally and linguistically diverse learners. Focuses on developing effective language assessment practices and policies for learners from diverse backgrounds and in a variety of educational contexts, with specific focus on the Aotearoa New Zealand context.
Restriction: EDPROFST 375, 378
To complete this course students must enrol in EDPROF 708 A and B, or EDPROF 708
Early Childhood Leadership - Level 9
A practice-focused course that introduces and critiques leadership theory and research in order to examine leadership beliefs and attitudes. Advanced examination of leadership in early childhood education from a range of perspectives. Will develop and strengthen leadership practices to improve outcomes for children, families and whānau.
Language Focused Curriculum
Examines Second Language Acquisition/learning processes. Investigates models and principles of course design as they relate to devising language and content programmes. Applies a functional-grammar approach to the context of language learning in the curriculum. Focuses on ways of implementing and sustaining language-focused content teaching in diverse educational settings. Discusses the relationship between culture, power, language, language policy and curriculum.
Prerequisite: EDPROF 705
Restriction: EDPROFST 373, 374
To complete this course students must enrol in EDPROF 722 A and B, or EDPROF 722
Developing Communities of Learning - Level 9
Critically examines key theoretical concepts and processes related to networked improvement communities, with a specific focus on optimising their development as drivers of change. Emphasis is on integrating theory and practice, especially concepts of equity and collaborative practices as they relate to solving problems of practice within and across educational settings.
Leading Mathematics Curriculum and Change
A critical examination of current issues relating to Mathematics and Statistics education in New Zealand and global contexts. This course explores the research literature to inform problems of practice in the teaching and learning of mathematics and statistics.
Restriction: EDPROFST 787
Collaboration and Inclusive Practices
An examination of collaboration and inclusive practices, centred on improving the experience of diverse learners. Provides an opportunity to critically examine, develop and practice collaboration and inclusive practices, building capacity to work with other professionals, families, communities and learners themselves. Evaluates what it takes to move from an individualistic to a collaborative professional culture to build and support inclusive practices.
Ako: Learning to Learn and Teaching to Learn - Level 9
Critically examines strategies that support responsive teaching, effective learning and the development of self-regulating learners and teachers. They will utilise the methodology of narrative inquiry to produce an advanced critical analysis and evaluation of personal practice.
Te Ao Māori
Students will critically examine the cultural competencies required for teachers of Māori learners, as well as the significance of the cultural locatedness of the teacher in relation to learners, their whānau and communities.
Differentiating Learning for Literacy and Mathematics
Students will experience and inquire into what responsive pedagogies mean for learners and teachers in literacy and mathematics. They will develop knowledge, understandings and skills in both curriculum areas that are known to improve outcomes for priority learners.
Promoting Learning through Inquiry: Understanding our Communities
Students will explore, experience and develop understandings of themselves within and across communities. They will be expected to apply these understandings to promote physical, social and emotional wellbeing and connectedness with others.
Teaching for Social Justice and Inclusion
Students will critically inquire into the notion of social justice and its importance for learning and teaching. Drawing on powerful practices, students will identify a repertoire of inclusive, culturally intelligent and responsive teaching practices that provide rich learning opportunities for priority learners.
Working Together to Accelerate Learning - Level 9
Students will undertake a supervised investigation that involves advanced analysis of existing data sets and the drawing of robust and trustworthy conclusions with a view to accelerating learning. The processes involved when making judgments to accelerate learning and promote positive relationships with students will be critically examined.
Promoting Learning through Inquiry: Understanding our World
Students will explore and experience the role that science and technology play in current issues in their community. They will analyse and justify their developing pedagogy in terms of a learning theory that underpins science and technology teaching practice.
Promoting Learning through Inquiry: Responsiveness and Creativity
Students will explore and experience creative and responsive ways of teaching and learning in the arts that they will then apply to their own practice.
Enacting Responsive Pedagogies in Literacy and Mathematics
Building on knowledge, understandings and skills, students will enact responsive pedagogies that improve outcomes for priority learners in Literacy and Mathematics. Adaptive expertise will be developed through inquiry into learning and teaching of these two curriculum areas.
Prerequisite: EDPROF 739
An Investigation into Practice - Level 9
Students will use selected research methods to address a problem of practice through an independent, supervised inquiry. Working as a cohort in authentic settings, students will critically consider issues, including ethical concerns.
Corequisite: EDPROF 758
Inquiring into Practice
Students will demonstrate adaptive expertise through their application of the knowledge, skills and dispositions required for development of culturally responsive, ethical and learning focused relationships with children.
Investigating Mentoring Practice
Utilising teacher inquiry methodologies students will undertake an in-depth inquiry focused on a contemporary idea, issue and/or innovation as applied to mentoring and its potential to support teacher professional learning. Independent work demonstrating application of highly specialised knowledge that is at the forefront of mentoring practice is a central component of this course.
Thesis in Educational Leadership - Level 9
The thesis must be an original piece of work addressing a significant problem in relation to educational leadership. Students are required to demonstrate an ability to formulate research questions and design and carry out an investigation that answers these questions precisely and with clarity.
Prerequisite: EDPROFST 738 and 30 points from EDUC 735, 787, EDPRAC 751, EDPROFST 757
To complete this course students must enrol in EDPROF 791 A and B