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This course is designed to deliver through practical application and first-hand experience in classrooms, the necessary curriculum and pedagogical content required of primary teachers. These experiences enable the student, his/her lecturers and associate teacher to systematically evaluate his/her developing knowledge and skill, identify emergent needs, and to record the student's progress in achieving course learning outcomes.
1. Use a design process to observe, plan for, implement, assess and evaluate whole class teaching at least seven areas of learning including English and Mathematics.2. Develop constructive and effective contextually appropriate professional relationships with colleagues, parents and pupils.3. Assume full role of your Associate Teacher in the classroom for at least 15 days with full independence.4. Use critical reflection skills to identify professional needs and development, including the use of effective Te Reo me ona tikanga.
TEPP320 TEPI320
Wendy Fox-Turnbull
Desmond Breeze
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.
Fraser, Deborah. , McGee, Clive; The professional practice of teaching ; 4th ed; Cengage Learning, 2012.
New Zealand; The New Zealand curriculum ; Learning Media for the Ministry of Education, 2007.
Webber, Bev. , New Zealand Council for Educational Research; Teachers make a difference : what is the research evidence? : conference proceedings, October 2002 ; New Zealand Council for Educational Research, 2002.
Miller, Debbie; Teaching with intention : defining beliefs, aligning practice, taking action, K-5 ; Stenhouse Publishers ;Pembroke Publishers, 2008.
Moyles, Janet R. , Robinson, Gillian; Beginning teaching, beginning learning in primary education ; 2nd ed; Open University Press, 2002.
Other Required Readings:Joseph, D. & Heading,M. (2010). Putting theory into practice: moving from student identity to teacher identity. Australian Journal of Teacher Education, 35(3), 75-87. DOI: 10.14221/ajte.2010v35n3.6Retrieved from: http://ro.ecu.edu.au/cgi/viewcontent.cgi?article=1426&context=ajteNew Zealand Teachers Council. (2007). Graduating teacher standards. Retrieved from: http://www.teacherscouncil.govt.nz/sites/default/files/gts-poster.pdfNew Zealand Teachers Council - Research http://www.teacherscouncil.govt.nz/search/site/researchLovett, S., & Cameron, M. (2011). Schools as professional learning communities for early-career teachers: how do early-career teachers rate them? Teacher Development: An international journal of teachers’ professional development, 15(1), 87-104. DOI:10.1080/13664530.2011.555226Retrieved from: http://www.tandfonline.com.ezproxy.canterbury.ac.nz/doi/pdf/10.1080/13664530.2011.555226Thomas, P. (2003). Reporting to parents. NZCER SET (online journal) 1, 45-48. Retrieved from: http://ezproxy.canterbury.ac.nz/login?url=http://www.nzcer.org.nz/nzcerpress/set/articles/reporting-parentsNew Zealand Ministry of Education - Te Kete Ipurangi - Research: www.assessment.tki.org.nz/ResearchNew Zealand Council for Educational Research - assessment strategies.Retrieved from: http://www.nzcer.org.nz/tests/assessment-services-schoolsOther Recommended Readings:New Zealand Council for Educational Research - assessment research for classroom teachers.Retrieved from: http://www.nzcer.org.nzNew Zealand Council for Educational Research - self-assessment.Retrieved from: http://www.nzcer.org.nz/tests/assessment-services-schoolsOpenshaw, R. & Walshaw, M (2010). Literacy, Numeracy and Political Struggle: The National Standards Initiative in Context. New Zealand Journal of Educational Studies, 45(2), 99-105. ISSN: 0028-8276Retrieved from: http://search.informit.com.au.ezproxy.canterbury.ac.nz/fullText;dn=622006828155253;res=IELHSS Robertson, J. & Murrihy, L. (2006). Developing the person in the professional: Building the capacity of teachers for improved student learning: the missing basket - personal learning. Summary report. Nottingham, UK: National College for School Leadership.Retrieved from: http://goo.gl/9vx0aQTroman, G. (2008). Primary teacher identity, commitment and career in performative school cultures. British Educational Research Journal, 34(5), 619-633.Retrieved from: http://search.ebscohost.com.ezproxy.canterbury.ac.nz/login.aspx?direct=true&db=pbh&AN=33418575&site=ehost-liveYurdabakan, I. (2011). The investigation of peer assessment in primary school cooperative learning groups with respect to gender. Education 3-13, 39(2), 153-169Retrieved from: http://ezproxy.canterbury.ac.nz/login?url=http://dx.doi.org/doi:10.1080/03004270903313608Ministry of Education - Special EducationRetrieved from:http://www.educationcounts.govt.nz/publications/special_educationRiley, T. (2004). Looking Ahead: Research to Inform Practice in the Education of Gifted and Talented Students in New Zealand. The New Zealand Journal of Gifted Children, 14.ISSN 2324-1284Retrieved from:http://www.giftedchildren.org.nz/apex/v14no1art01.php
Students will be expected to conduct at least one pre-placement visit at their allocated school. Full attendance in school for the duration of the practicum, from at least 8.00am - 4.00pm each day, is a requirement.Students will attend a debriefing interview with their PP lecturer after the placement concludes. This interview wil be conducted at a University of Canterbury campus or via flexible delivery mechanisms.
From Semester 1 in 2016 the following regulations and processes will replace previous policies and guidelines related to applications for Aegrotat Consideration and Backdated (Late) Withdrawal from Courses. Please refer to The University of Canterbury General Course and Examination Regulations H. Special Consideration, which is available at the following site:http://www.canterbury.ac.nz/regulations/general/general_regs_aegrotat.shtml Students may apply for special consideration if their performance in an assessment is affected by extenuating circumstances beyond their control, where:(a) they have suffered an acute illness, injury, or other reasonably unforeseeable circumstances:i. which has prevented them from completing any major item(s) of work for assessment in a course; orii. which has impaired their performance (including by interruption of pre-assessment revision) to the extent that the result(s) are likely to underestimate their true and evidenced level of mastery of the material in the course; or(b) i. they have been selected to perform, compete, adjudicate, or officiate as a national sporting representative at national or international competitions; orii. they are members of a national cultural group on tour nationally or internationally.Please note that applications must be supported by evidence. Further details are available at the above link.Applications for special consideration should be submitted via the Examinations Office website http://www.canterbury.ac.nz/exams/ within five days of the assessment. 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 may not be required. Special consideration is not available for items worth less than 10% of the course and may not be available for some other items of assessment as specified in Course Outlines. (Refer to specific Course Outlines for this information.)Students 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.NB: 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.
Regional student assignments are to be submitted to the regional centre administrator at the location specified by their lecturer.
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 Teacher Education .