Education Practice

Practicum 1

Builds relationships and establishes professional communication with ākonga and colleagues. Engages in collaborative teaching and learning. Explores the role of the professional teacher through an inquiry-based approach to teaching and learning.

Prerequisite: 30 points from BEd(Tchg) courses and EDPROFST 102

Restriction: EDPRAC 101

The Professional Teacher: Primary 1

Develops knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses questions such as: What does it mean to be a teacher? What does it mean to be a professional? How are teachers learners? How do teachers establish professional relationships in complex environments? Requires demonstration of emerging pedagogical practice.

Prerequisite: Any 45 points from courses in the BEd(Tchg) Schedule

Restriction: EDPROF 100, EDPRAC 102, 103, EDPRACM 101

The Professional Teacher: Early Childhood 1

Develops knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses questions such as: What does it mean to be a teacher? What does it mean to be a professional? How are teachers learners? How do teachers establish professional relationships in complex environments? Requires demonstration of effective emerging pedagogical practice.

Prerequisite: Any 45 points from courses in the BEd(Tchg) Schedule

Restriction: EDPRAC 101, 103, EDPRACM 101

The Professional Teacher: Health and Physical Education

Develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses such questions as: What does it mean to be a teacher, to be a professional, and to establish professional relationships in complex environments? Requires demonstration of developing pedagogical practice.

Restriction: EDPRAC 101, 102, EDPRACM 101

Practicum 1

Builds relationships and establishes professional communication with ākonga and colleagues. Engages in collaborative teaching and learning. Explores the role of the professional teacher through an inquiry-based approach to teaching and learning.

Prerequisite: 30 points from BEd(Tchg) courses and EDPROFST 103

Restriction: EDPRAC 102

Practicum Primary 2

Further develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses questions such as: How do I teach responsively and purposefully? How do I establish and maintain professional relationships in complex environments and manage the environment effectively and professionally to enable success for learners? Requires demonstration of effective developing pedagogical practice.

Prerequisite: EDPRAC 101 and any 75 points from courses in the BEd(Tchg) Schedule

Restriction: EDPROF 200, 210, EDPRAC 202, 203, EDPRACM 201

Practicum Early Childhood 2

Further develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Addresses questions such as: How do I teach responsively and purposefully; establish and maintain professional relationships in complex environments and manage the learning environment effectively and professionally to enable success for learners? Requires demonstration of effective developing pedagogical practice.

Prerequisite: EDPRAC 102 or EDPRACPK 102 and any 75 points from courses in the BEd(Tchg) Schedule

Restriction: EDPRAC 201, 203, EDPRACM 201

Health and Physical Education Practicum 1

Further develops the knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Requires demonstration of developing pedagogical practice and addresses such questions as: Do I as a teacher practise responsibility and teach purposefully to establish and maintain professional relationships in complex environments?

Prerequisite: EDPRAC 103

Restriction: EDPRAC 201, 202, EDPRACM 201

Practicum 2

Develops professional knowledge, skills and dispositions required for effective teaching and learning through an inquiry-based approach. Engages in noticing, recognising and responding to diverse learners. Practises and reflects on skills necessary to manage complex learning environments.

Prerequisite: EDPRAC 100, EDPROFST 102

Restriction: EDPRAC 201

Practicum 2

Develops professional knowledge, skills and dispositions required for effective teaching and learning through an inquiry-based approach. Engages in noticing, recognising and responding to diverse learners informed by or guided by curricula. Practises and reflects on skills necessary to manage complex learning environments.

Prerequisite: EDPRAC 105, EDPROFST 103

Restriction: EDPRAC 202

Health and Physical Education Practicum 2

Develops the knowledge, skills and attitudes associated with effective pedagogy in diverse health and physical education contexts. Requires demonstration of informed and ethical practice and addresses such questions as: Do I have the subject matter knowledge? Can I teach it effectively? Can I access the required knowledge? How do I assess student learning?

Prerequisite: EDPRAC 203

Restriction: EDPRAC 301, 302, EDPRACM 301

Practicum 3

Establishes and sustains culturally responsive, ethical, learner-focused relationships with ākonga, colleagues and whanau in complex environments. Utilises an inquiry-based approach to demonstrate competency in professional knowledge, and the skills and dispositions required for effective teaching in Aotearoa New Zealand.

Prerequisite: EDPROFST 208, EDPRAC 204

Restriction: EDPRAC 305

To complete this course students must enrol in EDPRAC 304 A and B, or EDPRAC 304

Practicum: Enabling Achievement Primary

Refines an emerging philosophy and effective pedagogy through integrating research, theory and practical experience. Addresses questions such as: What are my moral, ethical and legal obligations as a teacher? How do I manage complexities of teaching professionally in order to create and sustain purposeful learning environments and enable achievement for all learners? Requires demonstration of effective, informed and ethical pedagogical practice.

Prerequisite: EDPRAC 201 and any 180 points from the BEd(Tchg) Schedule

Restriction: EDPROF 300, 310, EDPRAC 301, 302, 303, EDPRACM 301

To complete this course students must enrol in EDPRAC 305 A and B, or EDPRAC 305

Practicum: Enabling Achievement Early Childhood

Refines an emerging philosophy and effective pedagogy through integrating research, theory and practical experience. Addresses questions such as: What are my moral, ethical and legal obligations as a teacher? How do I manage complexities of teaching professionally in order to create and sustain purposeful learning environments and enable achievement for all learners? Requires demonstration of effective, informed and ethical pedagogical practice.

Prerequisite: EDPRAC 202 and any 180 points from courses in the BEd(Tchg) Schedule

Restriction: EDPROF 300, 310, EDPRAC 301, 302, 303, EDPRACM 301

To complete this course students must enrol in EDPRAC 306 A and B, or EDPRAC 306

Practicum 3

Establishes and sustains culturally responsive, ethical, learner-focused relationships with ākonga, colleagues and whanau in complex environments. Utilises an inquiry-based approach to demonstrate competency in professional knowledge, and the skills and dispositions required for effective teaching in Aotearoa New Zealand.

Prerequisite: EDPROFST 212, EDPRAC 205

Restriction: EDPRAC 306

To complete this course students must enrol in EDPRAC 307 A and B, or EDPRAC 307

Advanced Health and Physical Education Practicum

Critically evaluates personal pedagogy to consolidate understanding and management of the learning and teaching processes. Requires demonstration of informed and ethical practice and addresses such questions as: How do I manage the complexity of teaching?

Prerequisite: EDPRAC 303

Professional Practice in Context

Uses an evidence-based approach to develop professional knowledge, skills and dispositions for effective teaching in primary and middle school contexts. Addresses what it means to establish effective professional relationships and to teach inclusively and purposefully in complex environments. Requires demonstration of informed and ethical pedagogy.

To complete this course students must enrol in EDPRAC 607 A and B, or EDPRAC 607

Professional Learning in Practice

Uses an evidence-based approach to develop professional knowledge, skills and dispositions for effective teaching in secondary school contexts. Questions include: what does it mean to establish positive professional relationships and to teach inclusively and purposefully in complex environments? Requires demonstration of informed and ethical pedagogy.

Restriction: EDPRAC 604

To complete this course students must enrol in EDPRAC 608 A and B, or EDPRAC 608

Professional Practice: ECE

Uses an evidence-based approach to support students to develop the professional knowledge, skills, and dispositions required for effective early childhood education teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues, and whānau in complex environments.

Restriction: EDPRAC 600, 607, 608, 621, 622

To complete this course students must enrol in EDPRAC 610 A and B, or EDPRAC 610

Professional Practice: Primary

Uses an evidence-based approach to support students to develop the professional knowledge, skills, and dispositions required for effective primary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues, and whānau in complex environments.

Restriction: EDPRAC 600, 607, 608, 621, 622

To complete this course students must enrol in EDPRAC 611 A and B, or EDPRAC 611

Professional Practice: Secondary

Uses an evidence-based approach to support students to develop the professional knowledge, skills, and dispositions required for effective secondary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues, and whānau in complex environments.

Restriction: EDPRAC 600, 607, 608, 621, 622

To complete this course students must enrol in EDPRAC 612 A and B, or EDPRAC 612

Professional Practice 1: Early Childhood Education

Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective ECE teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Ākonga build professional relationships and enact practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whanau in complex environments.

Restriction: EDPRAC 600, 607, 608, 610, 621, 622

Professional Practice 2: Early Childhood Education

A continuation of EDPRAC 613. Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective ECE teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Ākonga build professional relationships and enact practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whanau in complex environments.

Prerequisite: EDPRAC 613

Restriction: EDPRAC 600, 607, 608, 621, 622

Professional Practice 1: Primary

Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective primary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whānau in complex environments.

Restriction: EDPRAC 600, 607, 608, 611, 621, 622

Professional Practice 2: Primary

A continuation of EDPRAC 615. Uses an evidence-based approach to support students to develop the professional knowledge, skills and dispositions required for effective primary teaching in Aotearoa New Zealand, while examining what it means to demonstrate commitment to Te Tiriti o Waitangi. Builds professional relationships and enacts practices that sustain culturally responsive, ethical, learner-focused relationships with diverse ākonga, colleagues and whānau in complex environments.

Prerequisite: EDPRAC 615

Restriction: EDPRAC 600, 607, 608, 621, 622

Conceptualising Practice

Develops knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience in early childhood settings. Addresses questions such as: What does it mean to establish effective professional relationships, practice effectively and teach purposefully in complex environments? Requires demonstration of developing pedagogical practice.

Pedagogy in Practice

Refines knowledge, skills and attitudes associated with effective pedagogical practice through integrating research, theory and practical experience. Explores such questions as: What does it mean to be a teacher and manage complexities in order to create and sustain purposeful learning environments? What are the moral, ethical and legal obligations of a teacher? Requires demonstration of effective and ethical pedagogical practice.

Prerequisite: EDPRAC 621

Corequisite: EDCURRIC 630–635

Special Study

Prerequisite: Head of Programme approval required

To complete this course students must enrol in EDPRAC 703 A and B, or EDPRAC 703

Special Topic

Practitioner Inquiry

Students will explore what it means to take an 'inquiry stance' as a framework for posing, investigating and addressing practice issues. They will investigate a range of practitioner research approaches, develop an understanding of practitioner research methods and design a well justified research question and proposal for an ethical investigation of a professional practice setting.

Special Topic

Portfolio of Professional Practice

Within the context of concurrent field-based teaching, advances professional, analytical and reflective skills in completing a sustained portfolio of teaching practice evidence. Students complete and evaluate a practitioner-inquiry investigation project in a specialist learning area, consistent with the valued learner outcomes as defined by the New Zealand Curriculum.

To complete this course students must enrol in EDPRAC 753 A and B