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Gain a greater understanding of the teaching profession by understanding implications for beginning teachers, and investigate literature and research on contemporary and future directions of education including inclusive and culturally responsive pedagogies. Examine the philosophies and learning theories associated with socio-critical pedagogies.
Upon successful completion of this course, participants will be able to:1. Synthesise and apply understandings of critical theory, critical constructivism and socio-critical pedagogies.2. Clarify existing beliefs and values about teaching and learning including the teacher as an inquirer and the contribution of critical inquiry to improve teaching learning practices3. Investigate and critically evaluate research and strategies for improving educational outcomes for priority learners4. Critically evaluate pedagogies and the literature associated with culturally responsive and inclusive pedagogies5. Adapt understandings of bicultural concepts as related to multi-cultural contexts6. Critically analyse humanistic behaviour management philosophies and model: (e.g. restorative justice)
TEPS342
TEPP342
Nick Draper
Students should refer to the Bachelor of Education (Physical Education) Course Handbook and course regulations for further information on course completing assignments and assessment. The Award regulations for the Bachelor of Education (Physical Education) can be found within the UC Calendar. The UC calendar is available online at:http://www.canterbury.ac.nz/publications/calendar.shtml. The specific Award regulations for the degree can be found at: http://www.canterbury.ac.nz/publications/documents/calendar/faculty_of_education.pdf.The College of Education assessment guidelines, which contain specific information regarding the College grading scale, late work, extensions, submission of work, reconsideration of grades, aegrotat procedures, academic integrity, and moderation of assessment can be found at:http://www.education.canterbury.ac.nz/documents/brochures_2013/Assessment_Guidelines.pdfThe specific assessment details for each course, including assessment dates, can be found in the course outline which will be provided by your course lecturer at the start of the course.
Recommended Reading - Textbooks and ChaptersAlton-Lee, A. (2003). New Zealand; Quality teaching for diverse students in schooling: Best evidence synthesis. Ministry of Education, Wellington, NZ.Borell, P. and Macfarlane, A. (2016) Dual discourses of sport and education: An effectual blend for Māori development. In R.L. Light (Ed.), Children, young people and sport: Studies on experience and meaning. Cambridge Scholars Press, Christchurch, NZ.Daniels, H., Lauder, H. & Porter, J. (2009). Educational theories, cultures and learning: A critical perspective, Routledge, Oxford, UK. Darder, A., Baltodano, M. & Torres, R.D. (2009). The critical pedagogy reader; 2nd ed; Routledge, Oxford, UK.Graham, G. (2008). Teaching children physical education: Becoming a master teacher. Human Kinetics; Champaign, IL. Kirk, D. (2004). Senior physical education: An integrated approach; Human Kinetics, Champaign, IL. Macfarlane, A. (2004). New Zealand Council for Educational Research; Kia hiwa ra!: Listen to culture: Māori students' plea to educators. New Zealand Council for Educational Research, Wellington, NZ. Macfarlane, A. and Macfarlane, S. (2016). The Hikairo Schema: Culturally responsive teaching in early years settings. University of Canterbury, Christchurch, NZ. Macfarlane, A., Macfarlane, S. and Webber, M. (2015). Sociocultural realities: Exploring new horizons. Canterbury University Press, Christchurch, NZ.Macfarlane, S., Clarke, T. and Macfarlane, A. (2016). Language, literacy, identity and culture: Challenges and responses for Indigenous learners. In L. Peer and G. Reid (Ed.), Multilingualism, Literacy and Dyslexia: Breaking down barriers for Educators (2nd ed.): Routledge, Oxford, UK.Macfarlane, S. and Macfarlane, A. (2015). Inclusion for all - or just some? Drawing from evidence that counts for Māori: Whaia ki te ara tika. In M. Berryman, S. SooHoo, A. Nevin and T. Ford (Ed.), Culture and Relational Inclusion: Contexts for Becoming and Belonging: 69-87. Peter Lang, New York, NY.Macfarlane, S., Macfarlane, A. and Gillon, G. (2015). Sharing the food baskets of knowledge: Creating space for a blending of streams. In A. Macfarlane, S. Macfarlane and M. Webber (Ed.), Sociocultural realities: Exploring new horizons: 52-67. Canterbury University Press, Christchurch.Macfarlane, A. (2015). Sociocultural foundations. In A. Macfarlane, S. Macfarlane and M. Webber (Ed.), Sociocultural realities: Exploring new horizons: 19-25. University of Canterbury, Christchurch.Macfarlane, A. (2015). Sociocultural futures. In A. Macfarlane, S. Macfarlane and M. Webber (Ed.), Sociocultural realities: Exploring new horizons: 195-206. University of Canterbury, Christchurch.Margrain, V. and Macfarlane, A. (2011). Responsive pedagogy: Engaging restoratively with challenging behaviour. NZCER Press, Wellington, NZ.Macrine, S. L. (2009). Critical pedagogy in uncertain times: Hope and possibilities. Palgrave Macmillan, London, UK. Mitakidou, C. (2009) Beyond pedagogies of exclusion in diverse childhood contexts: Transnational challenges. Palgrave Macmillan, London, UK.Ministry of Education (2007). New Zealand; Ka hikitia: Managing for success: The draft Māori education strategy, 2008-2012. Ministry of Education, Wellington. Ministry of Education New Zealand. (2007). New Zealand Curriculum. Wellington, New Zealand: Learning MediaReid, G., Elbeheri, G. and Everatt, J. (2015) Assessing children with specific learning difficulties. Routledge, Oxford, UK.Roberts, P. (2010). Paulo Freire in the 21st century: Education, dialogue, and transformation. Paradigm Publishers, Oxford, UK Wright, J., MacDonald, D. & Burrows, L. (2004). Critical inquiry and problem-solving in physical education; Routledge, Oxford, UK. Recommended Reading - Journal ArticlesFitzpatrick, K. & Russell, D. (2015). On being critical in health and physical education. Physical Education and Sport Pedagogy, 20, 159-173.Florian, L. (2015). Inclusive Pedagogy: A transformative approach to individual differences but can it help reduce educational inequalities? Scottish Educational Review 47(1), 5-14.Garrett, R. & Wrench, A. (2016). ‘If they can say it they can write it’: Inclusive pedagogies for senior secondary physical education. International Journal of Inclusive Education, 20, 486-502.Gerdin, G., Philpot, R. & Smith, W. (2016). It is only an intervention, but it can sow very fertile seeds: Graduate physical education teachers’ interpretations of critical pedagogy. Sport, Education and Society, http://dx.doi.org/10.1080/13573322.2016.1174846. Hills, A.P., Dengel, D.R. & Lubans, D.R. (2014). Supporting public health priorities: Recommendations for physical education and physical activity in schools. Progress in Cardiovascular Diseases, 57, 368-374.Jackson, T.O. (2015). Perspectives and insights from preservice teachers of colour on developing culturally responsive pedagogy at predominantly white institutions. Action in Teacher Education, 37, 223-237.Jess, M., Carse, N. & Keay, J. (2016). The primary physical education curriculum process: More complex than you might think. Education 3-13, 10.1080/03004279.2016.1169482.Kim, S. & Slapac, A. (2015). Culturally responsive, transformative pedagogy in the transnational era: Critical perspectives. Educational Studies, 51, 17-27.Lonsdale, C., Rosenkranz, R.R., Peralta, L.R., Bennie, A., Fahey, P. & Lubans, D.R. (2013). A systematic review and meta-analysis of interventions designed to increase moderate-to-vigorous physical activity in school physical education lessons. Preventative Medicine, 56, 152-161.MacLean, J., Mulholland, R., Gray, S. & Horrell, A. (2013). Enabling curriculum change in physical education: The interplay between policy constructors and practitioners. Physical Education and Sport Pedagogy, 20, 79-96.Oliver, K.L., Oesterreich, H.A., Aranda, R., Archeleta, J., Blazer, C., de la Cruz, K., Martinez, D., McConnell, J., Osta, M., Parks, L. & Robinson, R. (2015). ‘The sweetness of struggle’: Innovation in physical education teacher education through student-centred inquiry as curriculum in a physical education methods course. Physical Education and Sport pedagogy, 20, 97-115.Pang, B. & Soong, H. (2016). Teachers’ experiences in teaching Chinese Australian students in health and physical education. Teacher and Teacher Education, 56, 84-93.Perry, L., Williams-Howe, C., Hamshaw, K., Hilsher, J., O'Steen, B., Sammons, G. and Alden, A. (2013) Learning from Disaster: Three Models to Engage Students in Disaster Response. Issues in Engaged Scholarship 3: 42-56.Shaw, J.T. (2016). ‘The way I was meant to sing’: Adolescent choral students’ perceptions of culturally responsive pedagogy. Journal of Research in Music Education, 64, 45-70.Soutter, A., O'Steen, B. and Gilmore, A. (2014) The student well-being model: a conceptual framework for the development of student well-being indicators. International Journal of Adolescence and Youth 19(4): 496-520. http://dx.doi.org/10.1080/02673843.2012.754362.Spratt, J. & Florian, L. (2015). Inclusive pedagogy: From learning into action. Supporting each individual in the context of ‘everybody’. Teacher and Teacher Education, 49, 89-96.Subero, I. & Esteban-Guitart, M. (2015). Some contemporary forms of the funds of knowledge approach. Developing culturally responsive pedagogy for social justice. International Journal of Educational Psychology, 4, 33-53.Theodore, R., Tustin, K., Kiro, C., Gollop, M., Taumoepeau, M., Taylor, N., Chee, K., Hunter, J. & Poulton, R. (2016). Māori university graduates: Indigenous participation in higher education. Higher Education Research and Development, 35, 604-618.Zion, S., Allen, C.D. & jean, C. (2015). Enacting a critical pedagogy, influencing teachers’ sociopolitical development. Urban Review, 47, 914-933.Recommended Reading - Journals NZ Journal of Health, Physical Education and Recreation.Quarterly of Exercise and SportThe Physical EducatorJournal of Teaching Physical EducationNZ Journal of Sports MedicineAmerican Journal of Physical Education, Health, Recreation and Dance.Teaching Elementary Physical EducationTeaching & LearningPedagogy, Culture & SocietyLearning InquiryInternational Journal of Educational Research
Library portalhttps://learn.canterbury.ac.nz https://ucstudentweb.canterbury.ac.nz
Due to the student centred and workshop type nature of most classes students must attend 80% of sessions (i.e. if a course has 10 sessions then students must attend at least 8 sessions). This will ensure that students can make sense of course progressions and do not miss vital information. Exceptions to this will be considered by the lecturer on a case by case basis Students will be required to supply supporting documentation and evidence (e.g a medical certificate) to present a case to the lecturer when considering waivers for this requirement
Students will be asked to complete course and teacher evaluations, using the Centre for Evaluation and Monitoring surveys. Survey responses are conducted electronically and are confidential. The Faculty of Education will conduct regular graduate surveys.
All course assessments in the Bachelor of Education (Physical Education) are internally and externally moderated. A sample of your work may be used as part of this moderation process. Regular examiners meetings monitor the distribution of final grades in courses and adjustments are made if necessary to ensure reasonable consistency and comparability of course grades.
All written assessment tasks and presentations must be referenced according to APA convention. (Information relating to APA referencing can be obtained from both the Central and Education Libraries.) Notes on APA referencing can be found in the BEDPE course handbook and at the Library. Each assessment submission requires a completed cover sheet (available on-line).
Students who cannot complete assessments by the due date should discuss their situation with the course lecturer and complete the appropriate extension form. Where circumstances are known in advance, the student should discuss these with the course lecturer at least one week days prior to the assessment due date. In circumstances where this is not appropriate, the student should discuss their situation with the course lecturer as soon as possible.
In order to pass this course students must have passed all assessment events worth more than 10% with a C minus (C-) grade or better. Students will have the opportunity to resubmit one failed piece of assessment that originally received a mark between 40% - 49%, provided they have passed all other major assessments for the course. The resubmission will receive a maximum pass grade of 50%. Resubmissions will not apply to any examinations held during the University of Canterbury examination periods.
Students should refer to General Course and Examination Regulation H: Aegrotat Consideration and Aegrotat Consideration: Procedures in the UC Policy Library.
Hard Copy Submission for ON Campus StudentsOn campus students assignments are to be submitted with a cover sheet to the School of Sport & Physical Education office, (behind the Rec Centre) by 5.00pm, or time directed by course lecturer, on or before the due date. Please use the drop box placed at the entrance to School office.Marked assignments will be returned directly from the lecturer. Electronic Submission via LEARN (all on campus and distance students)All students must submit their assessment via the online assessment system in the Learn (Moodle) class site, on or before the due date. All submitted assessment work will be screened by the software Turnitin, to check for plagiarism. There is opportunity for student to submit a draft report to monitor levels of plagiarism prior to the final submission for marking.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. If you require assistance, please email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060.
Domestic fee $717.00
International fee $2,913.00
* 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 Sport and Physical Education .