This paper builds upon and extends aspects of the content of Professional Practice and Inquiry 1 and Professional Practice and Inquiry 2. It involves a critical analysis of ideas and issues that impact upon you as individual teachers and on teachers as a professional group. These issues have impact at national, school and classroom levels, and for you as individuals they impact on your relationships with colleagues and learners; curriculum decision-making and planning; teaching and assessment; and on your learning.

The paper encourages you to develop further your philosophy of teaching, through critical reflection and discussion, based on both theory and practice. We aim to help make your move into the teaching profession an informed and satisfying one.

This paper provides opportunities for you to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education BTchg Graduate Profile and the Academic Rationale and Goals for its teacher education programmes, particularly those that relate to the purposes, principles, practices and issues around professional practice and inquiry.

Students completing this paper also develop their:

• Graduating teacher standards of professional knowledge, professional practice, and professional values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are standards 1, 2, 3, 4, 5, 6 and 7.

Education Council of Aotearoa New Zealand Requirements

On graduation from an Initial Teacher Education Programme the provider must attest to the Educational Council that the graduand:

• is of good character;
• is fit to be a teacher; and
• has met the Graduating Teacher Standards.
  

The Initial Teacher Education provider can refuse to graduate a student from their teacher education programme who has not met the above criteria based on evidence collected during their programme. Indicators that a person is of good character and fit to teach include: regular and punctual attendance and positive contribution in class; the ability to relate to peers, students, teachers and university staff appropriately; and the ability to plan for a safe, high-quality teaching and learning environment.

Enduring Concepts in the Professional Practice and Inquiry papers

The following are the enduring concepts that form part of all the Professional Practice and Inquiry papers (Professional Practice and Inquiry 1, 2 and 3, and Curriculum & Assessment). See the matrix of enduring concepts and understandings below.

• A teacher’s attitudes, beliefs and philosophy impact on teaching and therefore student learning.
• New Zealand teachers and learners work in a unique cultural context.
• Teachers are professionals.
• Teaching and learning is reciprocal (ako).
• Teaching is a critically reflective practice.
• Teachers have a developing body of knowledge and repertoire of strategies to promote learning.

In this paper you will explore, critically examine and analyse, reflect and respond to the essential question for this paper.

Essential question: What issues impact on me as a teacher and on teachers as a professional group?

In order to be eligible for a pass in this paper students are required to complete all pieces of assessment.

There are three key purposes for the assessment.

1. To draw on your understanding of classroom practice, tutorials, lectures and readings to support you in developing understanding of issues that impact on you as a teacher and on teachers as a professional group;
2. To use critical reflection to create your own ideas and pathways for your development as a teacher, taking account of concepts of professionalism, partnership, inclusion and equity; and
3. To provide a summative assessment of your work in this paper.

Weeks 3 & 4 – Professional learning groups (PLGs)

Background

This work is designed to provide opportunities for you to explore and critically engage with literature on issues in education. It helps develop your skills for Assignment 1 and leads into Assignment 2: The Position Paper.

You will work in professional learning groups of 4. Each week each member of the group will critique an article and use the ideas from this to write a lesson plan and lead a 30-minute session with their colleagues. Think of this session as a professional development session you are facilitating with staff at your school. The articles are provided below.

Article summary & critique

Each week you are required to summarise and critique your article.

Summary (200 words)

• Summarise the key ideas that emerge from this article.

Critique (800 words)

• Identify the strengths and weaknesses of the key ideas.
• Draw on other literature to compare and contrast the key ideas with the views of other stakeholders.

The full APA reference must be provided for your article.

Lesson Plan (Approximately 1 page)

Each week prepare a brief lesson plan of what you intend to do during your leadership of discussion session; the questions, learning outcomes identified, thinking strategies or other activities/tools and resources you will use to keep the session interesting and stimulating for your colleagues. Include evidence of your consideration of cultural competencies. There is no set length for this plan but it should have sufficient detail for you to conduct an effective session.

During the discussion: Keep notes on your own facilitation of the lesson and of points raised by your colleagues.

Evaluation: After each session discuss your preparation and leadership of the discussion with your colleagues and reflect on each session in your own time. It is important that you also consider any implications for your upcoming practicum. Make notes.

Assessment: Professional reading/critique of article and leadership of discussion

Format: Pass/Fail

To successfully pass you are required to complete the following over weeks 4 & 5 of the paper:

1. Write a summary and critique for each of your two articles
2. Write a lesson plan for each of your two article discussion sessions
3. Lead two lesson/discussion sessions – one each week
4. Read all your colleagues’ articles, in preparation for each PLG
5. Attend and contribute actively to your colleague’s lesson/discussion sessions

Failure to complete all components of the above may result in an overall fail for this paper.

This paper has a credit value of 10 points. It is expected that you will complete a minimum of 100 hours of study to successfully obtain a passing grade for this paper. You will be expected to attend all scheduled lectures and tutorials and the remainder as personal study and preparation time to complete assessment tasks and readings.