TEEDU400-21H (BLK)
Ngā Horopaki Whakaako ki Aotearoa: Teaching in the Aotearoa Context
30 Points
Staff
Convenor(s)
Kerry Earl Rinehart
4506
TL.3.12
kerry.earlrinehart@waikato.ac.nz
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Lecturer(s)
Amanda Bateman
0000
TCBD.4.03
amanda.bateman@waikato.ac.nz
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Beverley Cooper
4382
TC.3.30
beverley.cooper@waikato.ac.nz
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David Fa'avae
7848
TT.2.13
dave.faavae@waikato.ac.nz
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Debbie Rahurahu
debbie.rahurahu@waikato.ac.nz
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Hoana McMillan
3546
TCBD.4.03
hoana.mcmillan@waikato.ac.nz
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Joan-Marie Kay
6213
TC.2.57
joan-marie.kay@waikato.ac.nz
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Joshua Wetere
joshua.wetere@waikato.ac.nz
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Janette Kelly
4901
TT.2.11
janette.kelly@waikato.ac.nz
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Sharyn Heaton
7950
TW.G.09
sharyn.heaton@waikato.ac.nz
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Watene Moon
3596
watene.moon@waikato.ac.nz
|
Administrator(s)
Librarian(s)
You can contact staff by:
- Calling +64 7 838 4466 select option 1, then enter the extension.
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Extensions starting with 4, 5, 9 or 3 can also be direct dialled:
- For extensions starting with 4: dial +64 7 838 extension.
- For extensions starting with 5: dial +64 7 858 extension.
- For extensions starting with 9: dial +64 7 837 extension.
- For extensions starting with 3: dial +64 7 2620 + the last 3 digits of the extension e.g. 3123 = +64 7 262 0123.
Paper Description
Paper Structure
This paper is taught during the Summer between Monday January 11th and Friday February 5th.
Week One 11-15 January is fully online.
Week Two 18-22 January is face to face on the Hamilton campus ( a complete programme for this week will be available when the class begins).
Week Three 25-29 January is fully online
Week Four 1-5 February is fully online
Students need to be prepared to spend 40 hours per week engaged in some way with the teaching, learning and assessment in this paper. (See workload below)
Online class interaction takes place in Moodle, the Learning Management System at the University of Waikato. Most of the online class activity is asynchronous.
Learning Outcomes
Students who successfully complete the paper should be able to:
Assessment
Assignment 1 (Position statement): 35%
Assignment 2 (Professional learning Record): 30%
Assignment 3 (Individual contribution and group presentation) 35%
Assessment Components
The internal assessment/exam ratio (as stated in the University Calendar) is 100:0. There is no final exam.
Required and Recommended Readings
Required Readings
Recommended Readings
Readings provided through the online Reading List includes but is not limited to chapters/sections from the following sources:
Bishop, R. (2019). Teaching to the north-east: Relationship-based learning in practice. Wellington, New Zealand: NZCER Press.
Davis, B., Sumara, D., & Luce-Kapler, R. (2015). Engaging minds: Changing teaching in complex times (2nd ed.). New York, NY: Routledge.
Loughran, J. (2002). Effective reflective practice: In search of meaning in learning about teaching. Journal of Teacher Education, 53(1), 33-43. Retrieved from http://journals.sagepub.com.ezproxy.waikato.ac.nz/doi/abs/10.1177/0022487102053001004
Loughran, J. (2010). What expert teachers do: Enhancing professional knowledge for classroom practice. Sydney, NSW: Allen & Unwin. Retrieved from: https://www-taylorfrancis-com.ezproxy.waikato.ac.nz/books/9781136969683/chapters/10.4324%2F9780203851470-19
Ministry of Education. (2007). The New Zealand curriculum for English medium teaching and learning in years 1-13. Auckland, New Zealand: Learning Media.
Ministry of Education. (2009). Te Aho Arataki marau mō te ako i te reo Māori. Curriculum guidelines for teaching and learning in te reo Māori in English-medium schools years 11-13. Auckland, New Zealand: Learning Media.
Ministry of Education (2011). Tāpasa: Cultural competencies for teachers of Pacific learners. Wellington, New Zealand: Ministry of Education.
Ministry of Education. (2013). Kā Hikitia: Accelerating success 2013-2017, te Māori education strategy. Auckland, New Zealand: Learning Media.
Olsen, B. (2010). Teaching for success: Developing your teacher identity in today's classroom. Boulder, CO: Paradigm. Retrieved from https://www.taylorfrancis-com.exproxy.waikato.ac.nz/books/9781317271598.
Palmer, P.J. (2017). The heart of a teacher: Identity and integrity in teaching. The courage to teach: Exploring the inner landscape of a teacher's life (pp. 43-68). Somerset, NJ: John Wiley & Sons Inc. Retrieved from: https://ebookcentral-proquest-com.ezproxy.waikato.ac.nz/lib/waikato/reader.action?docID=4940765&ppg=43
Te Tāhuhu o te Mātauranga. (2008). Te Marautanga o Aotearoa. Auckland, New Zealand: Learning Media.
NOTE: Specific guidance on what to read each week will be provided in Announcements and Study Guide pages.
Online Support
Workload
Students need to be prepared to spend 40 hours per week engaged in with the teaching (including viewing, listening and note-taking), learning (including participating and contributing in discussing, reading, reviewing, revising and reflecting) and assessment (familiarity with instructions, planning, drafting, checking sources, collaboration, revising, referencing, editing and proof reading) in this paper including independent study (using knowledge of self as learning and matching your situation).