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This course extends students' professional and pedagogical understandings, knowledge and skills through refinement and expansion of the evidence-based inquiry cycle process begun in prior programme coursework and learning experiences. Students will synthesise research-informed and experience-based knowledge in critical examination of their own and others' emerging professional and pedagogical practices.
Learning Outcomes and National Qualifications Framework (NQF)1. Synthesise educational research to identify context-sensitive applications and responsive adaptations to enhance teaching and learning for diverse learners. 2. Appraise and critically evaluate educational research related to contemporary educational issues in various contexts.3. Critically analyse and use a range of assessment data and processes to inform professional decision-making and teaching practices for inclusive contexts.Learning outcomes associated with embedded professional practice experiences 4. Demonstrate positive contributions to ākonga learning and development by engaging professionally, collaboratively and cooperatively with colleagues, children, caregivers, whānau, and aiga, as well as other education and health professionals in a specific contemporary learning environment. 5. Implement appropriate professional practice by designing and leading effective learner-centred teaching and assessment experiences and establishing classroom environments that are safe, affirming, culturally responsive and inclusive of all ākonga.6. Refine and adapt pedagogical decision-making and professional practice to meet students’ learning needs using an evidence-based inquiry approach.ContentChallengesChallenge 1: Contemporary Issues- Critical exploration of contemporary educational issues;- Constructively engaging with external social influences and issues related to education system.Connection to Assessment 1 - Critique of Research: Contemporary Educational IssueChallenge 2: Developing an evidence-based inquiry approach to supporting learning- Critical reflection on observational and reflective conceptual frameworks;- Models of teaching and learning – evidence-based pedagogical strategies to support all learners;- Types of assessment data and how each informs pedagogical decision-makingDeveloping an evidence-based inquiry approach towards practice through embedded practice experience.Connection to Assessment 3: Structured Teacher Portfolio and Presentation Challenge 3: Partnerships for Learning- Engaging with other education and health professionals in contemporary learning environments to support inclusion and diversity;- Establishing and maintaining effective professional partnerships with caregivers and whānau; - Micro-politics of teaching and managing professional relationships with colleagues.Connection to Assessment 3: Structured Teacher Portfolio and Presentation Common threads-Te reo Māori and Māori concepts will be introduced and explored, to support relationship building and culturally responsive pedagogy.- Digital tools and materials will be introduced, used and critiqued as appropriate in the course.
EDMT604
Chris Astall
Bevan-Brown, Jill. , New Zealand Council for Educational Research; The cultural self-review : providing culturally effective, inclusive, education for Maori learners ; New Zealand Council for Educational Research, 2003.
Carrington, Suzanne. , MacArthur, Jude; Teaching in inclusive school communities ; John Wiley, 2012.
Fraser, Deborah , Hill, Mary; The professional practice of teaching in New Zealand ; 5th edition;
Moorfield, John C; Maori dictionary : te aka Māori-English, English-Māori dictionary ; Auckland University of Technology ;Pearson Education New Zealand.
New Zealand; Te Whariki : he whariki matauranga mo nga mokopuna o Aotearoa : early childhood curriculum ; Learning Media, 1996.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
New Zealand. , New Zealand Teachers Council; Tataiako : cultural competencies for teachers of Māori learners ; Ministry of Education, 2011.
Bishop, Russell , O'Sullivan, Dominic, Berryman, Mere; Scaling up education reform : addressing the politics of disparty ; NZCER Press, 2010.
Clarke, Shirley. , Timperley, Helen., Hattie, John; Unlocking formative assessment : practical strategies for enhancing students' learning in the primary and intermediate classroom ; N.Z. ed; Hodder Moa Beckett, 2003.
Dana, Nancy Fichtman , Yendol-Silva, Diane; The reflective educator's guide to classroom research : learning to teach and teaching to learn through practitioner inquiry ; 2nd ed; Corwin Press, 2009.
Earl, Lorna M.1948-; Assessment as learning : using classroom assessment to maximize student learning ; Second edition;
Clinton, J. & Hatttie, J. (2013). New Zealand students’ perceptions of parental involvement in learning and schooling. Asia Pacific Journal of Education, 33(3): 324-337. Crozier, G. (2010). Excluded parents: the deracialisation of parental involvement. Race, Ethnicity and Education, 4(4): 329-341.Goodall, J. & Montgomery, C. (2013). Parental involvement to parental engagement: a continuum. Educational Review, DOI:10.1080/00131911.2013.781576Hornby, G. & Lafaele, R. (2011). Barriers to parental involvement in education: an explanatory model. Educational Review, 63 (1): 37-52.Mahuika, R., Berryman, M. & Bishop, R. (2011). Issues of culture and assessment in New Zealand education pertaining to Māori students. Assessment Matters, 3: 183-198.Gardner, J. (Ed). (2006). Assessment and Learning. London: SagePopham, W.J. (2014). Classroom Assessment: What teachers need to know (7th ed.). Boston, MA: Pearson.
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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 and the College of Education Assessment Guidelines for Students.On submitting assignments, students must confirm that the work being handed in is original and their own work.
Assessment procedures will follow the policies of the UC College of Education Assessment Guidelines for Students. These can be accessed at Information for Undergraduate and Graduate Students http://www.education.canterbury.ac.nz/for/undergraduate.shtml.Assessment for this course in the Master of Teaching and Learning (MTchgLn) is against defined standards and learning outcomes. Assignments are graded against the UC Common Grading Scale A+ to E. The marks for the assignments will be aggregated for the final grade, based on the assignment weightings. 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 – 39.99A Pass grade is C- or over for the course.Students must pass all assessment requirements to obtain a final Pass grade for the course. Final grades will be determined at an examiners’ meeting at the end of the course and reported using the UC Common Grading Scale.Tātaiako cultural competencies and NZTC Graduating Teaching Standards attainment will be addressed and met through the Embedded Practice Experience (school-based) component of the course. The e-portfolio assessment is the documentation of the attainment of these competencies and standards through the Embedded Practice Experience. Students will be eligible to submit their portfolio for assessment when the practice-based components of the course have been met. To pass the portfolio assessment and the course, students must demonstrate competence and pass the practice components of the assessment.
Classes (face-to-face and web-based) are participatory and therefore require full attendance and engagement.Face-to-face classesAttendance is required at all scheduled lectures & workshops in order to meet the learning outcomes of the course. Web-based componentsAspects of the course will be delivered through the Internet and using Learn (Moodle). Students are required to regularly access online materials and resources and participate in online discussions and interactions in order to meet the course learning outcomes. Professional Practice Embedded professional practice experiences are a component of the course. While in schools, the same attendance expectations apply for pre-service teachers as for teachers in a school. Students are expected to be present at the school for each school day and participate in school activities in order to meet the course learning outcomes.
Formal and informal evaluation will take place in accordance with the University of Canterbury (UC) Course Evaluation Policy, to provide feedback to course staff about the relevance and validity of the intended learning outcomes, what has been learned and the quality of course organisation and delivery. Teaching and courses will be assessed through the regular use of UC evaluative instruments. In addition, the course will be subject to the internal and external moderation and evaluation processes of the Master of Teaching and Learning (MTchgLn). A Graduating Year Review will be undertaken for the programme, in accordance with UC policy. As this course is part of an initial teacher education qualification, it will also be subject to the monitoring and moderation processes of the New Zealand Teachers Council.
Course grades will be internally moderated in accordance with the processes adopted by the College of Education.
Work is considered late if it is handed in after an assignment due date, without an extension having been applied for and granted. Late work would normally not be marked.Work that is handed in late is normally ineligible for resubmission. Procedures for late submissions of work are more fully outlined in the College of Education Assessment Guidelines for Students.
Key aspects of this course are web-based. Many of the course materials, videos of lectures, tasks and communications are provided via the course Learn site. Students need to have ready access to a computer and the Internet. They will be required to actively engage and interact online with learning materials and course participants over the duration of the course. It is expected that all written work will demonstrate a high standard of academic literacy. This includes accurate use and mastery of: punctuation, spelling, syntax, macrons in the spelling of Māori words, and APA referencing conventions.
Students are encouraged to plan their work so deadlines are met. Extensions are not granted automatically. Under exceptional circumstances (e.g. illness, accident, bereavement, tangi, or critical personal circumstances) individual students may be granted an extension. The course lecturer concerned must be contacted in writing (normally by e-mail) a minimum of two days before the due date of an assignment. Applications for extensions must be supported by relevant reasons and students may be asked to provide evidence of special circumstances (e.g. medical certificate, letter from counsellor). The procedure for extensions is more fully outlined in the College of Education Assessment Guidelines for Students.
A resubmission is permitted where work for an assignment received a failing (D) grade. Work that received a passing grade (C- or higher) cannot be resubmitted. The highest grade that a resubmitted assignment can be awarded is a C-. Work that is to be resubmitted will normally be due one week after being returned to the student.One resubmission is allowed for a course.Conditions relating to resubmissions are more fully outlined in the College of Education Assessment Guidelines for Students.
Special consideration of assessment items: Special consideration of assessment items (aegrotats) are not available for this course and all assignments must be completed. Where circumstances mean that students cannot submit assignment work on time, they should apply the guidelines for extensions and late work. Where an extension may be granted for an assessment, this will be decided by direct application to the Course Co-ordinator and an application to the Examinations Office will not be required.Special consideration for late discontinuation: Special consideration for late discontinuation of the course is available. Students who are prevented by extenuating circumstances from completing the course after the final date for withdrawing may apply for special consideration for late discontinuation of the course. Applications must be submitted to the Examinations Office within five days of the end of the main examination period for the semester. Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/.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. For more information see General Course and Examination Regulations – H.
Students will be required to submit their course assignments electronically, within an assignment drop-box on the Learn course site. Assessment results will be returned to students via the same delivery method. Students may also be required to submit some assignments in hard copy. In some cases, Turnitin will be used to check for plagiarism. Where this applies, students will be informed in the Assignment Description and Requirements on the course 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 dealt with well ahead of the due date. If assistance is required for this, students should email ictservicedesk@canterbury.ac.nz, or phone 366 7001 ext 6060
Domestic fee $1,740.00
International Postgraduate fees
* 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 .