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Courses - Faculty of Education And Social Work

Education Professional

Postgraduate 700 Level Courses

15 Points

Interdisciplinary Pedagogy in New Zealand

Critically analyses the bi-cultural, multicultural, social, political, economic, historical and legal contexts of teaching and learning in New Zealand. Examines and evaluates pedagogical theories, evidence informed practices, and attitudes that are critical to being a professional teacher of adolescent learners in New Zealand.

30 Points

Accelerating Achievement

Focuses on assessment practices in the context of secondary education in Aotearoa New Zealand, and addresses the enduring challenge of equity in schools to accelerate the achievement of priority learners. Students will engage with current assessment practices, including national qualifications, and will use data and evidence-based research in developing teaching, learning, and assessment practices.

30 Points

The Twenty-first Century Classroom/Centre

Examines the opportunities and challenges of teaching and learning in twenty-first century classrooms and centres. Addresses superdiversity that is increasingly characteristic of schools and centres, the impact and use of digital pedagogies, innovative learning environments and formal inquiry-based teaching practices. Draws on world leading research and development work carried out with teachers in authentic learning contexts and considers, in particular, the question of what works best for whom and in what circumstances?

30 Points

Advanced Study of Education Practice - Level 9

Students will undertake an advanced study of contemporary issues, innovations, or curriculum and pedagogical advancement relating to educational practice. This will involve independent work demonstrating application of highly specialised knowledge that is at the forefront of contemporary education practice.

Prerequisite: 60 points from the Master of Education Practice Schedule with a GPA of 5.0 or higher

30 Points

15 Points

15 Points

Language Learning Needs

Investigates strategies to identify, analyse and respond to additional language learning needs of learners from early childhood to secondary settings. Acknowledges the role of first/heritage languages and culture, and philosophies of empowerment. Examines pedagogical frameworks for planning effective language and content integrated teaching. Students review, trial and modify tasks and learning sequences for specific teaching contexts.

Restriction: EDPROFST 227, 372

To complete this course students must enrol in EDPROF 705 A and B, or EDPROF 705

30 Points

The Psychology of Teaching

Critically examines and evaluates contemporary psychological theories of learning and teaching and how these can be applied to professional practice.

30 Points

15 Points

15 Points

Bilingual Education

Examines theories, models, and principles for bilingualism and Bilingual Education, as well as multilingual approaches in English-medium contexts. Investigates and critiques programmes, pedagogical approaches, resources, and strategies for bilingual learners in English-medium, Māori-medium, Pacific bilingual/immersion, early childhood, primary or secondary educational contexts. Students develop policy, curriculum and assessment materials suitable for bilingual learners in a particular educational context.

Restriction: EDPROFST 226, 377

To complete this course students must enrol in EDPROF 707 A and B, or EDPROF 707

30 Points

15 Points

15 Points

Critical Literacy and Assessment

An exploration of the theory, research and issues for effective critical literacy pedagogy within multicultural environments. A critical investigation into assessment methodologies for socio-culturally and linguistically diverse learners. Focuses on developing effective language assessment practices and policies for learners from diverse backgrounds and in a variety of educational contexts, with specific focus on the Aotearoa New Zealand context.

Restriction: EDPROFST 375, 378

To complete this course students must enrol in EDPROF 708 A and B, or EDPROF 708

30 Points

Early Childhood Leadership - Level 9

A practice-focused course that introduces and critiques leadership theory and research in order to examine leadership beliefs and attitudes. Advanced examination of leadership in early childhood education from a range of perspectives. Will develop and strengthen leadership practices to improve outcomes for children, families and whānau.

30 Points

15 Points

15 Points

Language Focused Curriculum

Examines Second Language Acquisition/learning processes. Investigates models and principles of course design as they relate to devising language and content programmes. Applies a functional-grammar approach to the context of language learning in the curriculum. Focuses on ways of implementing and sustaining language-focused content teaching in diverse educational settings. Discusses the relationship between culture, power, language, language policy and curriculum.

Prerequisite: EDPROF 705

Restriction: EDPROFST 373, 374

To complete this course students must enrol in EDPROF 722 A and B, or EDPROF 722

30 Points

Developing Communities of Learning - Level 9

Critically examines key theoretical concepts and processes related to networked improvement communities, with a specific focus on optimising their development as drivers of change. Emphasis is on integrating theory and practice, especially concepts of equity and collaborative practices as they relate to solving problems of practice within and across educational settings.

30 Points

Leading Mathematics Curriculum and Change

A critical examination of current issues relating to Mathematics and Statistics education in New Zealand and global contexts. This course explores the research literature to inform problems of practice in the teaching and learning of mathematics and statistics.

Restriction: EDPROFST 787

30 Points

Collaboration and Inclusive Practices

An examination of collaboration and inclusive practices, centred on improving the experience of diverse learners. Provides an opportunity to critically examine, develop and practice collaboration and inclusive practices, building capacity to work with other professionals, families, communities and learners themselves. Evaluates what it takes to move from an individualistic to a collaborative professional culture to build and support inclusive practices.

30 Points

Ako: Learning to Learn and Teaching to Learn - Level 9

Critically examines strategies that support responsive teaching, effective learning and the development of self-regulating learners and teachers. They will utilise the methodology of narrative inquiry to produce an advanced critical analysis and evaluation of personal practice.

15 Points

Te Ao Māori

Students will critically examine the cultural competencies required for teachers of Māori learners, as well as the significance of the cultural locatedness of the teacher in relation to learners, their whānau and communities.

15 Points

Differentiating Learning for Literacy and Mathematics

Students will experience and inquire into what responsive pedagogies mean for learners and teachers in literacy and mathematics. They will develop knowledge, understandings and skills in both curriculum areas that are known to improve outcomes for priority learners.

15 Points

Promoting Learning through Inquiry: Understanding our Communities

Students will explore, experience and develop understandings of themselves within and across communities. They will be expected to apply these understandings to promote physical, social and emotional wellbeing and connectedness with others.

15 Points

Teaching for Social Justice and Inclusion

Students will critically inquire into the notion of social justice and its importance for learning and teaching. Drawing on powerful practices, students will identify a repertoire of inclusive, culturally intelligent and responsive teaching practices that provide rich learning opportunities for priority learners.

15 Points

Working Together to Accelerate Learning - Level 9

Students will undertake a supervised investigation that involves advanced analysis of existing data sets and the drawing of robust and trustworthy conclusions with a view to accelerating learning. The processes involved when making judgments to accelerate learning and promote positive relationships with students will be critically examined.

15 Points

Promoting Learning through Inquiry: Understanding our World

Students will explore and experience the role that science and technology play in current issues in their community. They will analyse and justify their developing pedagogy in terms of a learning theory that underpins science and technology teaching practice.

15 Points

Promoting Learning through Inquiry: Responsiveness and Creativity

Students will explore and experience creative and responsive ways of teaching and learning in the arts that they will then apply to their own practice.

15 Points

Enacting Responsive Pedagogies in Literacy and Mathematics

Building on knowledge, understandings and skills, students will enact responsive pedagogies that improve outcomes for priority learners in Literacy and Mathematics. Adaptive expertise will be developed through inquiry into learning and teaching of these two curriculum areas.

Prerequisite: EDPROF 739

15 Points

An Investigation into Practice - Level 9

Students will use selected research methods to address a problem of practice through an independent, supervised inquiry. Working as a cohort in authentic settings, students will critically consider issues, including ethical concerns.

Corequisite: EDPROF 758

15 Points

Inquiring into Practice

Students will demonstrate adaptive expertise through their application of the knowledge, skills and dispositions required for development of culturally responsive, ethical and learning focused relationships with children.

30 Points

Investigating Mentoring Practice

Utilising teacher inquiry methodologies students will undertake an in-depth inquiry focused on a contemporary idea, issue and/or innovation as applied to mentoring and its potential to support teacher professional learning. Independent work demonstrating application of highly specialised knowledge that is at the forefront of mentoring practice is a central component of this course.

15 Points

Special Study in Education

Prerequisite: Head of Programme approval required

15 Points

Special Study in Education

Prerequisite: Head of Programme approval required

30 Points

60 Points

Thesis in Educational Leadership - Level 9

The thesis must be an original piece of work addressing a significant problem in relation to educational leadership. Students are required to demonstrate an ability to formulate research questions and design and carry out an investigation that answers these questions precisely and with clarity.

Prerequisite: EDPROFST 738 and 30 points from EDUC 735, 787, EDPRAC 751, EDPROFST 757

To complete this course students must enrol in EDPROF 791 A and B

60 Points

30 Points

Thesis in Educational Leadership - Level 9

Prerequisite: EDPROFST 738 and 30 points from EDUC 735, 787, EDPRAC 751, EDPROFST 757

Restriction: EDPROF 791

To complete this course students must enrol in EDPROF 795 A and B