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Every learner is unique. This course will support student teachers to increase their understanding of the variety of unique characteristics that learners bring with them into school and learning settings while also providing them with frameworks for understanding each learner as a whole person. Intercultural understandings will be addressed by challenging ideas of normality; inclusiveness will be addressed through an abilities-based approach and tangata whenuatanga; and behaviour will be viewed as a medium of communication. From a practice perspective, the course will focus on what teachers can do to change and adapt their practices to meet the needs of every learner.
*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 the successful completion of this course, students will be able to:1. Demonstrate their understanding of the complexity of inclusion in the wider social and historical contexts of learning2. Identify how deficit views of students and personal unconscious bias correlate to low expectations and student under-achievement3. Illustrate how to adapt their practice to support and uplift every learner through culturally responsive and sustaining pedagogies and attending to the individual learner needs4. Explain the teacher’s responsibility to support every student as a core element of the code of professional responsibility, tikanga, and Te Tiriti o Waitangi5. Trouble and problemetize notions of normality through critical reflection and by drawing on socio-cultural theory
TEPI415
Students must attend one activity from each section.
Jocelyn Howard and Kerry Vincent
Valerie Sotardi , John Everatt and Jocelyn Howard
Students must pass all assessment requirements to obtain a final passing grade for this course. Final grades will be determined at an examiners meeting and reported using the UC common grading system.Attendance and Engagement (Distance students)Full attendance and participation in the on-site intensive programme, Tiriti o Waitangi workshops, and noho marae are compulsory requirements of the programme. Students are required to actively engage with all course content and activities including Zoom workshops, lecture recordings, readings, online modules, and any other requirements specified by the course coordinator, in order to meet the learning outcomes of the course.Students are expected to notify lecturers in writing (e.g. email message) prior to their absence, with an explanation. For extended absences (3 or more days), students should apply to the course coordinator. Extended absences must be accompanied by supporting evidence, e.g. medical certificate. Alternative tasks that demonstrate engagement with course content missed due to absences must be completed if provided.Attendance issues and/or lack of engagement with course content and activities may impact your ability to pass the course and/or complete the 'Teaching Professional Practice' associated with this course.
There are no required textbooks for this course, although texts for some of the other courses in this programme will be relevant. RECOMMENDED READINGSIMPORTANT: Further readings required to support specific kaupapa/modules will be provided for each lecture on Learn.Inclusive educationCarrington, S. & MacArthur, J. (2012). Teaching in inclusive school communities. John Wiley.Culturally Responsive PracticeWall, G. (2018). Kua takoto te mānuka: Growing culturally responsive practice in Innovative Learning Environments. Grow Waitaha.Supporting English Language LearnersGibbons, P. (2015). Scaffolding language, scaffolding learning: Teaching English language learners in the mainstream classroom (2nd ed.). Heinemann.
http://learn.canterbury.ac.nz/ http://library.canterbury.ac.nz/
Domestic fee $844.00
International fee $3,950.00
* 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 .