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This occurrence is not offered in 2022
This course builds upon TEPI331 Professional and Educational Studies 1. It is a learner focussed study with experiences and tasks that extend students' understandings towards becoming successful beginning teachers. The course incorporates the principles and practice of planning, assessment, evaluation and reporting and explores the links between professional practice experiences and established educational theory. Pedagogical models, curriculum integration, the diverse needs of children and learning environments are explored within these contexts. Students will experience, as well as learn about, authentic inquiry-based learning and associated pedagogies, and 'teaching as inquiry' models. These experiences will further develop participant's personal teaching philosophy. The course will prepare students for the associated Professional Practice course and also complement learning in other courses in the Graduate Diploma of Teaching and Learning (Primary).
*Please note this course is only available to initial teacher education students. To enrol in this course you need to be accepted and enrolled in one of our Initial Teacher Education programmes.
On successful completion of this course, participants will be able to:1. Contribute to their own development and the implementation of Te Reo Māori me ōna Tikanga as this relates to the New Zealand Curriculum/ Te Marautanga o Aotearoa (2007)2. Identify and evaluate a range of strategies that result in a safe, inclusive and effective classroom-learning environment3. Articulate their knowledge and beliefs about teaching and learning with reference to current pedagogical theories and practices (Western, Kaupapa Māori and indigenous) as the basis for developing a credible professional philosophy4. Critically examine a range of learner-focused pedagogies including inquiry-based learning methods and integrated curriculum approaches5. Implement a range of culturally responsive pedagogies and professional practices to connect the classroom curriculum with the children’s and the communities’ lived experiences beyond school6. Formulate appropriate teaching and learning experiences appropriate to children with special learning needs7. Explain strategies and approaches which can be used to systematically facilitate, identify, record and monitor children’s learning 8. Summarize the key aspects of the “teaching as Inquiry” cycle as an organizing framework they can use to help them learn from their practice and build greater knowledge towards achieving improved outcomes for their students9. Evaluate an increasingly diverse range of classroom management and learning strategies that are harmonious with children’s development and designed to meet diverse learning needs10. Use digital technologies to support their professional development and induction into the teaching profession11. Self-evaluate their professional development within the context of the New Zealand Graduating Teacher Standards
TEPI331 only
TEPP331 or TEPP332
Sandra Williamson-Leadley
Nicki Dabner
Hill, Mary , Thrupp, Martin; The professional practice of teaching in New Zealand ; 6th edition; Cengage Learning, 2019.
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Fraser, D. & Hill, M. (2016). The Professional Practice of Teaching in New Zealand. (5th Edition)The required readings list (and access to the required readings for the course) will be provided in the TEPI332 Learn site
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
All forms of cheating and dishonest practice are taken seriously and penalties will result. Students should refer to Regulation J of the General Course and Examination Regulations.
Assessment procedures will follow the policies of the UC College of Education, Health and Human Development Assessment Guidelines, relevant UC Policies and the UC Calendar General Course and Examination Regulations. It is your responsibility to familiarise yourself with this information. There are two assignments in this course. Students must achieve a passing mark/grade for each assignment to pass the course. The scores for the two assignments will be aggregated for the final grade. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.Grading ScaleGrade GPA Value MarksA+ 9 90 – 100A 8 85 – 89.99A- 7 80 – 84.99B+ 6 75 – 79.99B 5 70 – 74.99B- 4 65 – 69.99C+ 3 60 – 64.99C 2 55 – 59.99C- 1 50 – 54.99D 0 40 – 49.99E -1 0 – 39.99
Attendance at all aspects of the onsite intensive (OSI2G) that relate to TEPI332 is compulsory.The course will require all students to access the internet on a weekly basis. Students must engage with course materials via the on-line modules in the LEARN site and associated study guides. Students will be required to participate online in weekly student discussion forums and attend Adobe Connect meetings hosted by staff as required. Extended absences must be accompanied by a medical certificate or similar (as for aegrotat provisions).
Students will be given the opportunity to formally evaluate the course via the University course evaluation system. Students will also be encouraged to provide formative feedback throughout the course.
Internal moderation procedures will ensure that lecturers mark work consistently within each of the assessment components. The moderation process will also monitor standards across the two assignments.
Work is late if it is handed in after the due date, without an extension having been granted. Work submitted after the due date will be marked, but will only be eligible for a minimum passing mark in that assignment. Work received after five working days will not be marked and will receive a failing grade
Extensions are reserved for exceptional circumstances only and are not granted automatically. In exceptional circumstances (e.g. illness, accident, bereavement or critical personal circumstances) individual students may be granted an extension of the due date for an assignment. Extensions will not be granted because of pressure of university study, e.g. several pieces of assessment being due at about the same time. Students are encouraged to plan their work in a realistic manner and in advance so that they can meet their assessment deadlines. A request for an extension should be emailed to the Course Coordinator (nikki.tod@canterbury.ac.nz) at least three days prior to the due date for the assignment. If you apply for an extension, you will be asked to supply a medical certificate or other relevant evidence of special circumstances (eg a letter from a counsellor). Students who cannot meet these regulations because of extended illness or unusually exceptional circumstances must apply to the Head of School (or their nominee). Students will be notified of the outcome of their extension application via email. Extensions will not normally be given for longer than one week from the due date unless exceptional circumstances prevail. No extensions will be granted after the due date of the assignment.
The option to resubmit assignments is not available in this course.
As well as attending classes, it is essential that all students regularly access the course Learn site. All course information such as the course kaupapa, notices, assessment information, required and recommended readings, audio recordings of some lectures, and other teaching resources etc. will be available on this site
Where for reasons beyond their control, students are prevented from completing an assessment or suffer significant impairment, they may apply for what is known as “special consideration”. University of Canterbury Special Consideration provisions may apply to impaired performance, non-completion of assessment items, and to late discontinuation (withdrawal) from a course. A detailed description of special consideration and materials to support the applications process are available at: Special Considerations Process. Generally speaking, applications for special considerations should be lodged within five working days of the due date of that assessment item. For more details on this, please refer to the Special Considerations Regulations. This information replaces any previous references to special consideration, Aegrotat or Backdated (Late) Withdrawal in the Course Information System, Learn or Course Outlines. If you are unclear about the implications or process please discuss with your Course Coordinator or contact the Student Advice team for assistance.
Students will be expected to submit their assessments via the online assessment system in the Learn (Moodle) class site by 5.00pm on or before the due date. The lecturer may also ask students to submit assessment work through the software Turnitin, to check for plagiarism. If this option is available students will submit work through Turnitin and obtain a report, after submitting assignments for marking via the Learn site.It is the responsibility of the students to check their Internet access and ability to submit their work via the online system. Any technical difficulties should be notified well in advance of the due date so that assistance can be provided or alternative arrangements can be negotiated. (Students who have unreliable internet access are advised to attend to this early in the course to prevent last minute pressures.) For ICT help call our free call number 0508 UC IT HELP (0508 824 843) or on 03 369 5000. Monday to Friday, 8am to 5pm (excluding public and university holidays).
Domestic fee $799.00
International fee $3,600.00
* All fees are inclusive of NZ GST or any equivalent overseas tax, and do not include any programme level discount or additional course-related expenses.
For further information see School of Teacher Education .