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Courses - Faculty of Education And Social Work


Education Professional Studies

Stage I

EDPROFST 100
15 Points

Hāpai Ākonga

Critically examines the importance of Māori language and culture in New Zealand Education. Develops ability in te reo and mātauranga Māori. Addresses questions such as: How can Māori culture and language be incorporated in pedagogical practices to be productive for Māori educational aspirations as well as the education of all students?

Restriction: EDUC 114, MĀORI 107

EDPROFST 101
15 Points

Hauora: Early Years Wellbeing

Develops knowledge and understandings of issues and practices relating to the wellbeing of children, families and communities in early years education. Founded in Te Whāriki's three goals of well being and incorporating key concepts of the Health and Physical Education Curriculum. Examines the impact of socioecological factors on wellbeing.

Restriction: EDCURRIC 634

EDPROFST 102
15 Points

Inquiry into Practice 1

Addresses key influences on learning and development, building and enhancing understandings of personal experiences and identity. Examines concepts central to learning and development such as self-efficacy and self-concept. Explores key aspects within the teacher’s role with an emphasis on reflection, relationship building, communication and collaboration. Introduces strategies central to the first teaching practicum.

EDPROFST 103
15 Points

Inquiry into Practice 1

Addresses key influences on learning and development, building and enhancing understandings of personal experiences and identity. Examines concepts central to learning and development such as self-efficacy and self-concept. Explores key aspects within the teacher’s role with an emphasis on reflection, relationship building, communication and collaboration. Introduces strategies central to the first teaching practicum.

EDPROFST 104
15 Points

Early Childhood Education in Aotearoa

Explores social, historical and contemporary perspectives of early childhood education in Aotearoa. Overviews early childhood services, professional organisations, early childhood curriculum, theories of learning, and children’s play and learning contexts. Examines the roles and responsibilities of teachers in relation to teaching and learning.

EDPROFST 105
15 Points

Introducing TESOL Education

An introduction to Teaching English to Speakers of Other Languages (TESOL), the core disciplines that contribute foundational knowledge to practice in the profession, and current linguistic, educational, and social needs that it addresses. Particular focus is on developing awareness of how societal and contextual factors shape TESOL educational practice and developing reflective skills necessary to examine and improve practice.

EDPROFST 115
15 Points

Professional Early Childhood Practice 1

Examines concepts central to learning and development such as identity, self-efficacy and self-concept. Develops strategies for building collaborative relationships and establishing professional communication with colleagues and tamariki. Explores the role of an early childhood practitioner through an inquiry-based approach to working with tamariki.

Stage II

EDPROFST 200
15 Points

Infant Care and Education

Critically examines the influence of historical and contemporary theory related to early learning and professional practice. Addresses questions such as: How do teachers address responsive practice with infants and toddlers in the New Zealand context? How do relationship-based philosophies address issues for teachers of infants and toddlers? What is the tension between education and care?

Restriction: EDCURRIC 210

EDPROFST 203
15 Points

Teaching Health and Physical Education 1

Integrates research, theory and practical experience to inform a developing pedagogy. Addresses such questions as: What knowledge, skills and attitudes are essential to teaching health and physical education? What does it mean to be a research informed inquiry-based practitioner? How is my teaching influenced by my personal beliefs, values and experiences? How do attitudes to difference and diversity influence learning?

Prerequisite: EDPRAC 103

Restriction: EDPROFST 201, 202, EDPROFM 201

EDPROFST 204
15 Points

Te Whāriki for Diverse Learners

Critically examines early childhood curriculum and its implications for developing a personal pedagogy that is responsive to individual learners. How does curriculum combine with teachers' skills, knowledge and attitudes to address equity and diversity in Aotearoa New Zealand? How do teachers manage the relationship between curriculum and the learning environment to enable learners' success?

Prerequisite: 15 points from EDUC 118, 140 and 15 points from EDUC 119, 141

EDPROFST 205
15 Points

Promoting Achievement for Diverse Learners

Explores diversity in the New Zealand context and its implications for teaching and learning. Considers strategies to address identified underachievement. Utilising psychological and sociological theory and research, the course examines practices that create effective teaching and learning environments for diverse/all learners. Teacher expectations, relationships, individual differences, classroom management and questioning are examined in relationship to contemporary approaches to teaching and learning.

Prerequisite: 15 points from EDUC 118, 140, EDUCM 118, 140 and 15 points from EDUC 119, 141, EDUCM 119, 141 or 30 points passed at Stage I in BEd(TESOL)

EDPROFST 206
15 Points

Early Childhood Assessment

Assessment for learning and teaching in early childhood education is contextualised and examined in relation to key New Zealand and international policy documents. The complexities, roles, and enactment of assessment concerning young children and childhoods are explored, and key learning areas include relevant theoretical frameworks and pedagogical documentation.

Restriction: EDPROFST 214

EDPROFST 207
30 Points

EDPROFST 207A
15 Points

EDPROFST 207B
15 Points

Interdisciplinary Approach: TESOL

An overview of second language learning and teaching that addresses the interdisciplinary nature of TESOL by developing knowledge, skills and attitudes associated with TESOL within different contexts. Addresses questions such as: What are the important principles, concepts and skills in an interdisciplinary approach to TESOL? Why is intercultural communicative language learning important? How are these concepts evident in practice?

To complete this course students must enrol in EDPROFST 207 A and B, or EDPROFST 207

This course may not be taken concurrently with EDPROFST 306 A and B, or EDPROFST 306

EDPROFST 208
15 Points

Inquiry into Practice 2

Develops informed understandings about the nature of high quality, effective teaching practices for diverse akonga. Interprets teaching as inquiry with reference to relevant curricula. Identifies and examines specific teacher actions that support high quality, effective teaching and learning. Further develops understandings of strategies central to the second teaching practicum.

Prerequisite: EDPROFST 102, EDPRAC 100

Corequisite: EDPRAC 204

EDPROFST 209
15 Points

Developing Learning Communities

Introduces students to selected contemporary perspectives on learning. Explores strategies that develop self-regulated and self-efficacious akonga, and support learning. Considers rationale and conditions for establishing cultural connections and relationships within a responsive pedagogy alongside factors that contribute to the creation of classrooms as effective learning communities.

Prerequisite: EDPRAC 100, EDPROFST 102

EDPROFST 210
15 Points

Special Topic

EDPROFST 211
15 Points

Engaging with Infants and Toddlers

Analyses social, historical, and contemporary issues related to education and care for infants and toddlers. Investigates relevant pedagogies through a range of theoretical, philosophical, and cultural lenses. Explores images of infants and toddlers and understandings of play and assessment. Considers infants’ and toddlers’ learning and wellbeing and the implications for environmental provision and ethical practice.

Prerequisite: EDPROFST 104

Restriction: EDPROFST 366

EDPROFST 212
15 Points

Inquiry into Practice 2

Develops informed understandings about the nature of high quality, effective teaching practices for diverse ākonga. Interprets teaching as inquiry with reference to relevant curricula. Identifies and examines specific teacher actions that support high quality, effective teaching and learning. Further develops understandings of strategies central to the second teaching practicum.

Prerequisite: EDPROFST 103, EDPRAC 105

Corequisite: EDPRAC 205

EDPROFST 214
15 Points

Assessment for Learning and Teaching

Assessment for learning, for teaching, and of learning will be examined with reference to their specific purposes, characteristics and the degrees of reliability and validity necessary for each. Emphasis will be placed on the appropriate use of assessment tools/tasks and the gathering of robust information so sound interpretations and decisions can be made about learning.

Restriction: EDUC 224, 225

EDPROFST 215
15 Points

Professional Early Childhood Practice 2

Develops professional knowledge, skills and dispositions required for effective professional early childhood practice through an inquiry-based approach. Enhances practice in engaging with and responding to diverse tamariki informed by developmental knowledge. Creates opportunities to practise and reflect on skills necessary to manage complex early childhood environments.

Prerequisite: EDPROFST 115

EDPROFST 216
15 Points

TESOL Education in Context

An overview of second language learning and teaching that addresses the interdisciplinary nature of TESOL by developing knowledge, skills and attitudes associated with TESOL within different contexts. The course addresses questions such as: What are the important principles, concepts and skills in an interdisciplinary approach to TESOL? How does digital technology impact TESOL? How are these concepts evident in practice?

Restriction: EDPROFST 207

EDPROFST 217
15 Points

TESOL in Practice I

Familiarises students with a range of skills and knowledge in second language learning and teaching in different contexts. It uses pedagogical content knowledge and skills for informing future practice including maximising motivation and engagement in TESOL for diverse and multilingual learners. The course examines professional practice in educational environments using a critically reflective approach.

Restriction: EDPROFST 207

EDPROFST 220
15 Points

Introduction to Samoan Language for Teaching

Focus will be on the acquisition of basic Samoan to develop skills in listening, speaking, reading and writing. How this knowledge can be applied in educational settings will also be examined. Aimed at learners with little or no prior experience of Samoan language.

EDPROFST 222
15 Points

Reporting Student Achievement

Develops understanding about assessment of learning with particular emphasis on principles underpinning the gathering of robust summative information, the making of defensible judgements and decisions and reporting student achievement. Policy requirements related to assessment of learning will be critiqued and implications for practice considered.

EDPROFST 226
15 Points

Introduction to Bilingual Education

An introduction to bilingualism and bilingual education. Examines key principles of programme development and strategies for academic learning of bilingual students in formal and informal settings including immersion and mainstream, early childhood and secondary.

EDPROFST 227
15 Points

TESSOL: Language Learning Needs

Strategies to identify, analyse, and respond to second language learning needs of students from early childhood to secondary school settings are introduced. Theories of first and second language acquisition are discussed, with reference to the role of first language and culture, and philosophies of empowerment. Practical teaching strategies which enable the integration of content and language learning are introduced.

Stage III

EDPROFST 300
15 Points

Raising Student Achievement

Examines theory, research and practice to promote success for learners. Questions include: How do policies and practice shape what is meant by achievement? How do school communities operate as collaborative teams to raise achievement of learners? How can we identify and promote success for learners? What are the implications for teaching?

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: EDPROFST 604

EDPROFST 303
15 Points

Teaching Health and Physical Education 2

Examines the knowledge, skills and attitudes associated with effective pedagogical practice in health and physical education. Addresses such questions as: How can the diverse needs of students be addressed in physical education contexts? How can teachers structure quality learning opportunities? How are units and programmes planned using the curriculum, national guidelines and assessment requirements?

Prerequisite: EDPROFST 203

Restriction: EDPROFST 301, 302, EDPROFM 301

EDPROFST 304
15 Points

Play: Theory and Practice

Develops critical understandings of play related to learning and teaching. Addresses questions such as: How do varied theoretical and philosophical perspectives of play influence professional practice? What are the implications of positioning play as the interface between individual freedom and social constraint? What is the significance of play for creativity, communication and citizenship?

Prerequisite: At least 225 points passed

Restriction: EDCURRIC 215, 313

EDPROFST 305
15 Points

The Reflective and Ethical Teacher

An examination of principles of how people learn will guide inquiry into own personal teaching practice and reflection on a developing, evidence-informed personal pedagogy. Notions of teacher professionalism and how the moral and ethical nature of teaching impacts on teacher decision-making will be explored.

Prerequisite: EDPRAC 201

Corequisite: EDPRAC 305

Restriction: EDPROFST 313

EDPROFST 306
30 Points

EDPROFST 306A
15 Points

EDPROFST 306B
15 Points

Contemporary Issues in TESOL

Examines a range of contemporary issues relating to TESOL education allowing students to draw connections between theory, research, their own experiences as language users and practice. Addresses questions such as: What are the latest developments in the theory, policy and practice of TESOL? How does digital technology impact TESOL? How does reflective practice shape the work of the TESOL educator?

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

This course may not be taken concurrently with EDPROFST 207 A and B, or EDPROFST 207

EDPROFST 307
15 Points

EDPROFST 307A
7.5 Points

EDPROFST 307B
7.5 Points

Inquiry into Practice 3

Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.

Prerequisite: EDPROFST 208, EDPRAC 204

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

EDPROFST 308
15 Points

EDPROFST 308A
7.5 Points

EDPROFST 308B
7.5 Points

Inquiry into Practice 3

Promotes development of a defensible philosophy of learning and teaching that addresses interactions and intersections between and among professional knowledge bases. Examines pedagogical, ethical and contextual factors influencing teaching practice. Facilitates critique of practitioner inquiry with reference to cognate literature and personal philosophy in relation to the final teaching practicum.

Prerequisite: EDPROFST 212, EDPRAC 205

Corequisite: EDPRAC 307

To complete this course students must enrol in EDPROFST 308 A and B, or EDPROFST 308

EDPROFST 309
15 Points

Furthering Learning Through Assessment

Addresses assessment literacy and capability through an informed examination and appraisal of the purposes, strategies and practices of assessment for and of learning. Attention is focused on the ways in which ākonga and teachers can use information and evidence from classroom activities and selected New Zealand assessment tools to support and further learning and achievement for diverse ākonga.

Prerequisite: EDPROFST 209

Restriction: EDPROFST 214

EDPROFST 310
15 Points

Special Topic: Inquiry into Practice in NZ Schools A

Addresses key influences on the learning and development of an inquiring teacher and examines concepts central to learning and development of students such as self-efficacy and self-concept through the lens of an adaptive expert. Explores key aspects within the teacher’s role with an emphasis on critical reflection, relationship building, communication and collaboration. Introduces strategies central to the first teaching practicum.

Prerequisite: Approval from the Course Director

EDPROFST 313
15 Points

The Professional Teacher

Examines theories, evidence informed practices, and attitudes that are critical to being a professional teacher. Explores concepts such as teacher self-efficacy, teacher inquiry, knowledge building and reflection, and factors that support the transition from student to teacher. Discusses the nature of professionalism, and the impact of expectations on teachers, including ethical obligations and legal requirements.

Prerequisite: EDPRAC 202 or 105 points passed at Stage II from the BEd(TESOL) Schedule

Corequisite: EDPRAC 306 or EDPROFST 306

EDPROFST 315
15 Points

Relational Worlds of Children

Explores the relational worlds of all children in early childhood settings in Aotearoa and globally. Critically examines relevant theories and ideas of childhood and children’s learning including children’s belonging, being and becoming. Relational philosophies and pedagogies connecting teachers, parents and children with local and global communities addressed within the context of culturally sensitive practices.

EDPROFST 318
15 Points

Language Teaching for ESOL: An Introduction

Addresses current theories, approaches and practices for language teaching and learning for students learning English as an additional language in New Zealand schools and Early Childhood Centres. The course focuses on the needs of learners in all curriculum areas, emphasising the importance of understanding diverse learners' languages and cultures across the curriculum.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation or 90 points passed at Stage I from the BEd(TESOL) Schedule

EDPROFST 319
15 Points

Teaching Gifted and Talented Students

Explores theories and practices which have the potential to promote the development of gifts and talent. Integrates theory, research and professional practice to develop understanding of gifted education.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: EDPROFST 223, 371

EDPROFST 325
15 Points

Introduction to Leadership in Education

A critical examination of the nature of professional leadership in education settings. Educational leadership skills such as goal setting, decision making, problem solving, team building, communication, delegation, vision development and curriculum alignment will be explored.

EDPROFST 344
15 Points

Sport, Games and Play

A critical analysis of the nature, purpose and practice of sport, games and play within New Zealand schools and an evaluation of the socio-cultural impact of those activities on children and on New Zealand society as a whole.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 350
15 Points

Assessment for Learning

Understandings about the nature and purpose of Assessment for Learning (AFL) will be developed. Emphasis will be placed on strategies associated with AFL and the formative use of information. Policy requirements related to AFL and implications for teachers' practice and students' learning will be examined.

EDPROFST 355
15 Points

The Politics of Education

The use of critical theory and discourse analysis to examine the politics of education. Historical and contemporary policy formation, implementation and effect will be examined. The impact of policy on teachers' work and influence on policy processes will be explored.

EDPROFST 357
15 Points

Reflective Practice for Teachers

Examines moral, political and ethical factors that influence and affect teachers' work in general and personal professional practice in particular. A critically reflective lens will be used as a means of analysis.

EDPROFST 358
15 Points

Refining Professional Performance

Provides a framework for analysis and critique of the impact of personal professional practice in the context of the prevailing socio-political educational climate. For teachers this will include a consideration of the impact of their practice on learners. A practitioner research project related to a specific area of the student's professional practice will be undertaken.

EDPROFST 360
15 Points

Teaching Languages in Schools

Students who have a working knowledge of a second language will study and apply strategies for classroom teaching of second languages in schools. Following critical reflection on different teaching models used in schools, students will prepare teaching materials, plan class lessons and apply information and communication technology in teaching and learning second languages.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

Restriction: EDUC 318

EDPROFST 363
15 Points

Environmental Education: An Introduction

An examination of the nature and purpose of environmental education in New Zealand educational settings. An exploration of curriculum integration models and the ways these can be used to plan and teach environmental education programmes. An investigation of past, present (and possible future) local, national, and global environmental issues and their impacts on the natural and built environments.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 364
15 Points

Enterprise and Innovation for Teaching

Develops teachers' understanding of links between business and education, and the role of business, enterprise and innovation in the community. Links with technology and social studies curricula will provide context for this course.

EDPROFST 365
15 Points

Beyond Special Needs: Inclusive Education

Analyses personal and professional dilemmas associated with teaching children with special needs. Examines strategic practices which promote a responsive learning environment for all learners and approaches to recognising and catering for exceptional children. Addresses relationship building and resource access.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 368
15 Points

Refining Writing Programmes

Develops and extends understanding of the theory and practice of teaching and learning of writing within early childhood and primary settings.

EDPROFST 371
15 Points

Special Topic

EDPROFST 372
15 Points

TESSOL: Language Learning through Tasks

Investigates strategies for maximising language and content learning through instructional tasks. Cognitive, linguistic and metacognitive demands of tasks are considered. Examines pedagogical frameworks for planning effective language and content teaching in early childhood, primary and secondary schools. Students review, trial and modify tasks and learning sequences.

Prerequisite: 105 points passed at Stage II from the BEd(TESOL) Schedule

EDPROFST 373
15 Points

TESSOL: Language Learning in the New Zealand Context

The application of current second language acquisition theory to the New Zealand school context. Focuses on functional grammar in the classroom and on the roles of school organisation, policy development and building of school and community relationships in language learning.

Prerequisite: EDPROFST 227 and 372

EDPROFST 374
15 Points

TESSOL: Language Focused Curriculum

Discusses the relationship between culture, power, language and curriculum. Students investigate models and principles of curriculum design and use a functional-grammar approach to the design of language across the curriculum programmes. Focuses on ways of implementing and sustaining classroom and school wide language focused content teaching.

Prerequisite: EDPROFST 227, 372 and 373

EDPROFST 375
15 Points

TESSOL: Assessment

Students analyse the personal and contextual factors that may affect linguistic performance in the New Zealand curriculum and critique current assessment procedures used in NZ schools. Focuses on recording and reporting and developing school policies for the assessment of students from diverse linguistic and cultural backgrounds.

Prerequisite: EDPROFST 227

EDPROFST 377
15 Points

Bilingual Education: Curriculum and Pedagogy

Examines key principles and processes for curriculum development and resource provision for bilingual learners in mainstream or bilingual educational contexts. Students critique an aspect of programme planning and pedagogy in order to develop curriculum and assessment measures suitable for bilingual learners in a particular school or centre.

EDPROFST 378
15 Points

Critical Approaches to Literacy

An exploration of the issues, theory, research and burgeoning body of literature on literacy in multi-ethnic settings including the development of effective multicultural environments for literacy learning.

EDPROFST 379
15 Points

TESSOL: Materials Design

Critique current resources for English language learning within the New Zealand curriculum using principles from second language learning in content areas. Students use the process of materials design to develop a language resource for a specified group of learners. The resource is presented in a way that can be disseminated to educational audiences.

Prerequisite: EDPROFST 227, 372 and 373

Corequisite: EDPROFST 374

EDPROFST 380
15 Points

TESSOL: Teacher Research Design

A range of research methodologies and methods appropriate for investigating an aspect of language learning through the curriculum is introduced and critiqued. Students conduct a critical review of relevant SLA literature and prepare a research proposal.

Prerequisite: EDPROFST 227, 372, 373 and 374

EDPROFST 381
15 Points

TESSOL: Teacher Research Implementation

The students implement a school-based teacher research study. The focus of this study informs decision making into an aspect of the effectiveness of second language acquisition in the context of a primary or secondary school classroom. Findings of the study are reported in a way that can be disseminated to educational audiences.

Prerequisite: EDPROFST 380

EDPROFST 386
15 Points

Special Topic: Professional Practice in New Zealand Schools

Develops understanding of values and principles of inclusive education to ensure that relationships with students are based on respect. Addresses pedagogy that is purposefully designed to teach and assess students to meet the reading and writing requirements of the New Zealand curriculum. A particular focus will be on the theories of teaching practice that best support English Language Learners.

Prerequisite: Approval from the Course Director

EDPROFST 387
15 Points

Special Topic: Inquiry into Practice in NZ Schools B

Engages critical reflection skills through an inquiry into classroom practice that has relevance to own context. Reflects critically on responsive pedagogies impacting on learning. Understands teaching as inquiry and the iterative process it entails, and enables dissemination of this inquiry using appropriate delivery strategies to a range of audiences, including colleagues, mentors and leaders within own countries’ context.

Prerequisite: Approval from the Course Director

Corequisite: EDPROFST 310

EDPROFST 390
15 Points

Special Study

An advanced study in a topical area of educational inquiry.

EDPROFST 392
15 Points

Effective Practice for Beginning Teachers

An inquiry into key aspects of effective practice in primary and middle school contexts that support the transition to becoming a successful beginning teacher. Focuses on knowledge of self, children, schools, communities of practice, and the interactions and relationships between these, to support effective professional practice.

Prerequisite: 225 points passed in the BEd(Tchg) Primary Specialisation

EDPROFST 393
15 Points

Special Topic

EDPROFST 394
15 Points

Special Topic

EDPROFST 395
15 Points

Special Topic

EDPROFST 396
15 Points

Professional Early Childhood Practice 3

Develops capability to establish and sustain culturally responsive, ethical, child-focused relationships with tamariki, colleagues and whānau in complex environments. Promotes an inquiry-based approach to demonstrating competency in professional knowledge, and the skills and dispositions required for effective professional early childhood practice.

Prerequisite: EDPROFST 215

EDPROFST 397
15 Points

Current Issues in TESOL

Examines a range of issues relating to Teaching English to Speakers of Other Languages (TESOL) education allowing students to draw connections between theory, research, their own experiences as language users, and practice. Addresses questions such as: What are current developments in the theory, policy and practice of TESOL? Why is intercultural communicative language learning important? How does reflective practice shape the work of the TESOL educator?

Prerequisite: EDPROFST 216

Restriction: EDPROFST 306

EDPROFST 398
15 Points

TESOL in Practice II

Examines a range of contemporary issues relating to Teaching English to Speakers of Other Languages (TESOL) education allowing students to draw connections between theory and practice. Students critically reflect on developments in the TESOL field and their impact on practice. Applies theoretical perspectives and pedagogic principles to the design of TESOL practices in dynamic learning environments.

Prerequisite: EDPROFST 216, 217

Restriction: EDPROFST 306

Diploma Courses

EDPROFST 601
10 Points

Te Ao Māori

Critically examines the educational and cultural needs and aspirations of Māori learners and communities. Questions include: What is the social, historical and policy context of schooling for Māori? Why are te reo and mātauranga Māori important and how can they be integrated across learning contexts for all students? What current research contributes to effective pedagogical approaches for Māori students?

Restriction: EDPROF 601, 603

EDPROFST 605
15 Points

The Early Years Teacher

Develops critically reflective practice and knowledge of a range of early childhood contexts. Critiques theories of teaching and teacher identity in relation to own practice and professionalism. Explores issues, ethics, policies and politics that influence teacher identity, well-being and practice. Explores a range of communication skills that support relationships with children, teachers, families and whānau.

Restriction: EDCURRIC 634, EDPROFST 621, 622

EDPROFST 607
15 Points

Relational Worlds of Children

Explores the relational worlds of children in early childhood settings in Aotearoa and globally. Critically examines relevant theories and ideas of childhood and children’s learning including children’s belonging, being and becoming. Relational philosophies and pedagogies connecting teachers, parents and children with local and global communities addressed within the context of culturally sensitive practices.

Restriction: EDCURRIC 630, 634, EDPROFST 621, 622

EDPROFST 608A
15 Points

EDPROFST 608B
15 Points

Learning and Teaching in NZ

Critically examines the New Zealand Curriculum and implications for effective learning and teaching from a range of perspectives. Addresses questions such as: what do teachers need to know about learners and how they develop and learn, how to use evidence to promote learning, how to develop positive, professional relationships, and how contextual factors influence learning and teaching.

To complete this course students must enrol in EDPROFST 608 A and B

EDPROFST 609
15 Points

Ako

Critically examines the implications for effective learning and teaching from a range of perspectives. Addresses what teachers need to know about learners, and how they develop and learn, how to use evidence to promote learning, how to apply the strategies that support responsive teaching and the development of self-regulating learners and teachers.

Restriction: EDPROFST 608

EDPROFST 612A
15 Points

EDPROFST 612B
15 Points

Te Whakaako in NZ Secondary Schools

Focuses on adolescent development and learning within the context of implementing the NZ Curriculum. Addresses psychological learning theories, responsive pedagogies, evidence-based assessment practice as well as student motivation and engagement. Explores questions relating to catering for the needs of diverse learners, the Treaty of Waitangi, and the socio-political influences that shape the interconnections between learning and context.

Restriction: EDPROFST 610, 611

To complete this course students must enrol in EDPROFST 612 A and B

EDPROFST 613
15 Points

The Adolescent Learner

Focuses on theories of motivation and engagement in the context of adolescent development. Uses a social and psychological lens to examine neurological changes, adolescent identity, diverse learners, responsive pedagogies, learning theories and mental health issues. Explores questions relating to understanding adolescents to create a positive classroom environment for students.

Restriction: EDPROFST 612

EDPROFST 614
15 Points

EDPROFST 614A
7.5 Points

EDPROFST 614B
7.5 Points

The Inquiring Professional

Examines what it means to be a professional teacher. Considers the concept of the professional teacher as the adaptive expert, able to enquire into and reflect on the impact of current policies, as well as their practice on the diverse learners they teach.

To complete this course students must enrol in EDPROFST 614 A and B, or EDPROFST 614

EDPROFST 621
15 Points

Personal Pedagogy

Focuses on developing a personal pedagogy specific to early childhood. Critically examines relationships between theories and practices. How does the exploration of play, communication and relationships give rise to provision of purposeful and inclusive early childhood learning environments? What is the impact of sociopolitical issues upon early childhood settings and teachers' practices with infants, toddlers and young children?

Prerequisite: EDCURRIC 630, EDPROFST 622

EDPROFST 622
15 Points

Learning Theories

Critically examines psychological and sociological aspects of human development and learning. What pertinent theories of learning and development influence pedagogies for infants, toddlers and young children? What knowledge of diverse families and communities is necessary for teachers to work in partnership with parents in Aotearoa New Zealand to enhance children's learning?

EDPROFST 623
15 Points

Special Topic

Postgraduate 700 Level Courses

EDPROFST 700
30 Points

EDPROFST 700A
15 Points

EDPROFST 700B
15 Points

Literacies Education: Research and Practice

Understandings of research tools adequate for empirical study and an application of theory to literacies practices, critical analysis of how research questions are constructed and ability to situate and view educational issues and questions within major theoretical frameworks in literacies education will be developed.

Restriction: EDCURRIC 315, 364

To complete this course students must enrol in EDPROFST 700 A and B, or EDPROFST 700

EDPROFST 702
30 Points

Challenges of Literacy Difficulties

Teachers will critically examine and evaluate research and practice in literacy education, including specific intervention strategies and resources. This will include an examination of the social, cultural, economic, psychological and physiological factors that influence literacy development, including approaches to support and overcome literacy difficulties experienced by diverse learners, including Māori and Pasifika children.

EDPROFST 703
30 Points

EDPROFST 703A
15 Points

EDPROFST 703B
15 Points

Leading Literacy and Language Inquiries

Systematic inquiries into teaching and learning for students learning languages or facing difficulties with literacy learning. A review and analysis of literature relevant to the practices of teaching and learning languages and literacies, and engagement with a range of theoretical and pedagogical perspectives will inform the inquiries.

Restriction: EDPROFST 310, 371

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

EDPROFST 705
30 Points

Literacy Theory and Practice

An advanced analysis of the theoretical perspectives of social, cultural, political and psychological issues in relation to literacies education. Aspects of theories and practices in literacies including raising the achievement of Māori and Pasifika students and students from diverse language backgrounds, and the influence of diversity and technology on literacy, will be analysed and evaluated.

Restriction: EDPROFST 701

EDPROFST 706
30 Points

EDPROFST 706A
15 Points

EDPROFST 706B
15 Points

Language Analysis for Teachers

Provides pedagogically relevant information about the English language. Participants will learn fundamental concepts of grammar, vocabulary and the sound system of English and focus on some of the difficulties that learners, including those who are speakers of other languages, commonly experience as they learn English.

To complete this course students must enrol in EDPROFST 706 A and B, or EDPROFST 706

EDPROFST 707
30 Points

Children's Literature in Education

A critical examination of children's literature theory, leading to the ability to enhance literacy and critical literacy pedagogy.

EDPROFST 708
30 Points

Media Literacy in Educational Contexts

A critical investigation of the theory and practice of teaching media literacy in educational contexts. Includes consideration of barriers, opportunities and teaching practices in primary and secondary schools and across multiple subject areas. An examination and evaluation of current media education initiatives in New Zealand and internationally.

EDPROFST 714
30 Points

e-Learning in Practice

A critical analysis of contemporary theory and applied research in educational technology.

EDPROFST 716
30 Points

Early Years Pedagogy

Critically examines pedagogy in the early years. How do theory and research inform pedagogy that enables effective learning in the early years? What is the relationship between pedagogy and effective teaching in the early years? What sort of teaching prepares very young children for life's challenges and life-long learning? In what ways might early years pedagogy take into account an increasingly complex and diverse world?

EDPROFST 717
30 Points

Learning and Teaching in the First Years

Critically examines learning and teaching with infants and toddlers in educational settings. How does the context of care impact on contemporary educational views of learning and teaching? How do teachers construct infants and toddlers as learners? What does this mean for their practice? How does international theory and research inform the practice of teachers in Aotearoa New Zealand?

EDPROFST 727
30 Points

Social Theory and Physical Education

An advanced examination of the contemporary beliefs, thoughts and actions that represent current practices in physical education.

EDPROFST 728
30 Points

Special Topic

EDPROFST 732
30 Points

Education for Sustainability

An advanced study of the nature and purpose of environmental education including an examination of sustainability as a contested notion. Theories and pedagogical practices within environmental education in educational settings will be critically analysed in order to enhance professional practice.

EDPROFST 734
30 Points

Frameworks for Inclusive Settings

An analysis of educational contexts and their impact on the learning and behaviour of students with particular reference to those with special needs. Emphasis is placed upon assisting teachers to develop inclusive learning environments that enhance academic performance and social behaviour.

Restriction: EDPROF 634, 734, EDPROFST 634

EDPROFST 738
30 Points

Educational Leadership - Level 9

A reflective examination of the theory and practice of educational leadership including the leadership of teaching and learning. Emphasis will be placed on the synthesis of a substantive and integrated knowledge base, which can be applied to authentic work situations and a personal practice context. Focuses on contemporary leadership practices that are central to effective educational leadership.

Restriction: EDPROF 770

EDPROFST 739
30 Points

Educational Policy and Organisations

An examination of debates about New Zealand educational policy. This course is designed to increase understanding of the policy process and to develop leadership skills and knowledge in being able to interpret and critique policy analyses.

Restriction: EDPROF 771

EDPROFST 740
30 Points

Educational Leadership in the Electronic Age

Advanced study of the impact of ICT on teaching pedagogies, curriculum and management in educational environments. Emphasis is on assisting educational leaders to focus ICTs on school applications that improve management practice and student learning outcomes.

Restriction: EDPROF 776

EDPROFST 743
15 Points

Family Counselling

An advanced examination of counselling principles as applied to stresses arising within family relationships.

Restriction: EDPROF 743

EDPROFST 744
15 Points

Pastoral Care and Counselling in Schools

Provides an overview of the theory and practice of pastoral care and counselling within New Zealand schools. It includes an examination of pastoral care systems and counselling services, including the roles of staff, in relation to the academic mission of schools, disciplinary systems, the health of children and young people and the school-community interface.

EDPROFST 745
15 Points

Group Counselling

A critical examination of group dimensions in counselling activities.

Restriction: EDPROF 745

EDPROFST 751
30 Points

ECE Curriculum Issues - Level 9

An educational curriculum negotiates social, political, educational and interdisciplinary ideas and theories. Critically examines influences on curriculum pertinent to pedagogical leadership in contemporary early childhood education. What perspectives of children, families and teachers are represented? How do these perspectives privilege particular outcomes? How does practitioner inquiry into curriculum issues underpin and improve practices? Requires the completion of independent research-focused assignments.

EDPROFST 752
30 Points

Assessment for Learning and Teaching

A critical examination of the relationship between assessment, teaching and learning. The notion of Assessment for Learning will be explored in relation to educational policy, relevant literature and contemporary research. Implications for practice and factors affecting implementation will be explored in detail.

EDPROFST 754
30 Points

Critical Research Methodologies in Education

An in-depth examination of ways in which critical research methodologies provide new knowledge and offer alternatives, through analysis of social, cultural, economic, political contexts in education. The critical research paradigm will be explored, to understand various perspectives and methods, and to enhance its use in education research. Students will be expected to design an education inquiry using critical research methodologies.

EDPROFST 755
30 Points

The Inquiring Professional

Optimise learning through a narrative inquiry into practice. Collaboratively and independently engage with theories, strategies and practices of writing life stories to better understand educational processes, practices, places, and policies. Critically analyse relevant literature in a chosen area of interest through a range of writing strategies. Includes writing a critically reflective narrative to inform future practice.

EDPROFST 757
30 Points

Undertaking Research for School Improvement

Students will learn how to design research that contributes to the understanding and improvement of educational practice. They will develop an understanding of practitioner based research methods and produce a detailed research proposal that includes a clearly defined, and justified, research design and methodology aimed at studying a specific educational problem.

Restriction: EDPROF 772

EDPROFST 759
60 Points

EDPROFST 759A
30 Points

EDPROFST 759B
30 Points

Research Portfolio BEd(Tchg)(Hons) - Level 9

A supervised programme of coherent research activity related to a selected aspect of professional practice/education. This will lead to the compilation of a research portfolio that reflects the research and content knowledge, understanding and skills developed during the course of the programme.

Restriction: EDPROFST 789

To complete this course students must enrol in EDPROFST 759 A and B, or EDPROFST 759

EDPROFST 760
30 Points

Christian Religious Education in Integrated Schools

A critical analysis of pedagogical methodology in Christian Religious Education through an examination of contemporary research, scholarship and theory, in Christian Scripture, Christian thought and History and Christian Religious Education in Integrated Schools.

Restriction: EDCURSEC 676

EDPROFST 762
30 Points

Mentoring Professionals

An advanced examination of approaches to mentoring and coaching. This course will provide a critical analysis of issues and practices associated with developing professional capacity. Emphasis will be placed upon the role of the educational leader in mentoring other staff into educational and leadership roles across an organisation.

Restriction: EDPROF 731

EDPROFST 764
30 Points

Disability Policy and Practice

Explores contemporary issues and influences in the education of learners with disabilities. Critically examines a range of contemporary social, political and educational responses to disability.

EDPROFST 765
30 Points

Development in Early Years

An advanced examination of a range of current theories and research issues related to development in early years of childhood. Topics will include: life experiences of children within family/whānau; cognitive, communicative, social, emotional and physical development in a range of contexts.

EDPROFST 769
30 Points

Developing Mentoring Expertise

Mentoring has been identified as being an essential yet complex ingredient for teacher professional learning and development for new and experienced teachers. Underpinning educative models of mentoring is the development of adaptive expertise that builds knowledge through evidence-informed inquiry. Emphasis is placed on catering for the diversity of learning needs throughout professional careers.

EDPROFST 774
30 Points

Education and Empowerment

A critical examination of contemporary issues faced in New Zealand's decile 1-3 urban schools. International and New Zealand based literature will familiarise students with current theory and research regarding the history, politics, teaching and learning, and best practice relevant to New Zealand's decile 1-3 urban school students, teachers and communities. Emphasis will be on empowerment theories, underpinned by Freirean perspectives.

EDPROFST 777
30 Points

Curriculum: Theory, Issues, Practice - Level 9

A critical examination of curriculum using a range of leading educational theories with an emphasis on sociological theory. Importance will be placed on the independent critique of contemporary curriculum issues, and the links between theory, policy and practice. A research informed critical understanding will be applied to the NZ Curriculum Framework, or Te Whāriki, or to a sector in the NZ education system.

EDPROFST 780
30 Points

EDPROFST 780A
15 Points

EDPROFST 780B
15 Points

Special Topic

To complete this course students must enrol in EDPROFST 780 A and B, or EDPROFST 780

EDPROFST 781
30 Points

EDPROFST 781A
15 Points

EDPROFST 781B
15 Points

Special Topic

To complete this course students must enrol in EDPROFST 781 A and B, or EDPROFST 781

EDPROFST 782
30 Points

Educational Change - Level 9

Critically examines the purposes and processes of educational change, including a reflection on practices that promote successful outcomes for change initiatives. Processes of educational change in both New Zealand and international contexts will be studied and critiqued from individual, organisational and systemic perspectives. Focuses on leadership practices that have the potential to promote change for improvement.

EDPROFST 784
30 Points

EDPROFST 784A
15 Points

EDPROFST 784B
15 Points

Special Study

To complete this course students must enrol in EDPROFST 784 A and B, or EDPROFST 784

EDPROFST 786
30 Points

EDPROFST 786A
15 Points

EDPROFST 786B
15 Points

Special Topic

To complete this course students must enrol in EDPROFST 786 A and B, or EDPROFST 786

EDPROFST 788
15 Points

Special Topic

EDPROFST 789A
15 Points

EDPROFST 789B
30 Points

Dissertation in Mathematics Education - Level 9

To complete this course students must enrol in EDPROFST 789 A and B

EDPROFST 790
30 Points

EDPROFST 790A
15 Points

EDPROFST 790B
15 Points

Research Project - Level 9

Restriction: EDPROF 790, 796, EDPROFST 796

To complete this course students must enrol in EDPROFST 790 A and B, or EDPROFST 790

EDPROFST 793
60 Points

EDPROFST 793A
30 Points

EDPROFST 793B
30 Points

Dissertation - Level 9

To complete this course students must enrol in EDPROFST 793 A and B, or EDPROFST 793

EDPROFST 796A
60 Points

EDPROFST 796B
60 Points

MEd Thesis - Level 9

Restriction: EDPROF 796

To complete this course students must enrol in EDPROFST 796 A and B

Named Doctoral Courses

EDPROFST 844C
60 Points

EDPROFST 844D
60 Points

Research Portfolio

To complete this course students must enrol in EDPROFST 844 C and D

EDPROFST 897
120 Points

Thesis

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