This paper, together with TEPS703 (Teaching, Learning & Curriculum 1), is the part of the programme where we expand our frames of reference to look at broader social, cultural, political and economic forces which profoundly influence education and our part in it; we also journey inward to explore who we are and want to be as teachers and who our students are and want to be as learners. These ideas form three strands in each of the two papers – the teacher and teaching, the learner and learning and ‘threads and needles’. Teaching is a most rewarding and demanding job and many aspects of it are not always obvious. This paper gives us time to explore “behind the scenes” aspects of our work as educators.

In the ‘Teacher and Teaching’ strand we consider what it means to be an ethical, culturally responsive teacher and explore some different approaches to teaching.

In the ‘Threads and Needles’ strand we explore some of the many contexts which influence the work we do as well as consider some of the broad socio-cultural forces at work which have contributed to the nature of schooling as it is in Aotearoa New Zealand in 2017. The face of education in Aotearoa is changing rapidly. The pace of that change can place great pressure on teachers to critique, assimilate and implement many new, sometimes not totally understood policies. This part of your preparation as teachers tries to help you cope with these expectations, helping you develop more confidence to implement these changes.

Education is a complex activity that is inextricably interwoven with the social, cultural, economic and political spheres of human society. This makes the topics and issues studied in this paper in some senses problematic. There are no clear-cut answers; they involve doubt and may be interpreted from various perspectives. It is important, therefore, that you participate fully in debate and discussion. As the educators of young people of this country, you must be able to model for your students rigorous, logical, well-researched and innovative thinking. This paper focuses on the general principles of pedagogy, and it is up to you to apply these ideas to your own subject in appropriate and imaginative ways.

Active participation in lectures and tutorials will enable you to develop the skills, attributes, and knowledge related to the University of Waikato, Faculty of Education Grad DipT graduate profile and the academic rationale and goals for its teacher education programmes. In completing this paper you will also develop:

• Professional knowledge, practice, values and relationships as outlined in the Graduating Teacher Standards: Aotearoa New Zealand. Specific standards identified in this paper are Standards 2 and 3 (Professional Knowledge) and Standards 6 and 7 (Professional Values & relationships).
• Cultural competencies of wananga, whanaungatanga, tangata whenuatanga, manaakitanga and ako as outlined in Tataiako: Cultural competencies for teachers of Maori learners.

The GradDipT is a pathway to the MEd, and we hope that many of you will eventually go on to higher studies in Education. It is therefore expected that the quality of work in this course will be such that by the end of the year you will be well equipped to undertake such study. To that end, you will receive instruction in the use of the resources of the library and the Internet, plus the APA referencing system, (which is the preferred convention in the discipline of Education) so that you can accurately cite references in your assignments. The discipline is also important as you learn more about fostering learning and its assessable products.

Na matou noa,

Joan-Marie, Michele and Liz

Lecture Schedule

Hamilton:

Session 1: Tuesdays 11.00am-12.00pm A.G.30

Session 2: Thursdays 9.00am-10.00am TL.2.26

Students are strongly encouraged to make use of the Virtual Education Reference Desk (VeRD). To enrol in the VeRD, go to the Moodle site (elearn.waikato.ac.nz),click on the words library links (on the grey bar near the top of the page) and then on Virtual Reference Desk in the drop down list. Look for the words add this to my Moodle listing and click on this. We suggest that you take time to explore what library support is available to you through this.

This paper has a credit value of 15 points. It consists of 16 hours of lectures and 27 hours of tutorial time. Students are expected to attend all lectures and participate in all tutorials and complete online work. In order to understand the “critical role teachers play in enabling the educational achievement of all learners” (Graduating Teacher Standards), you must demonstrate the ability to analyse, synthesise, and critique professional readings; relate theory to practice; and engage in activities that build and develop professional knowledge, understandings and relationships. During the course of the paper, you will be given readings and tasks that promote these skills and competencies.

In general, each discussion will require approximately two hours preparation time. Time spent on assignments is in addition to this, and varies from person to person, but you should expect to spend a minimum of about 12 hours on each assignment.