Pedagogy in Practice
AT information
Kia ora, kia orana, faka lofa
lahi atu, namaste, sat sri
akal, bula, talofa lava, malo
e lelei, ni hau ma? salam,
ayubowan, goedendag,
hola, greetings.
Whakatauki
Nau to rourou, naku to rourou,
ka ora te iwi.
With your basket and my
basket,
together we will have enough.
Thank you for welcoming a
student teacher from the Faculty
of Education teacher education
programmes into your centre or
kindergarten. We appreciate
your support.
Nga mihi nui, Debora Lee,
Practicum Coordinator (ECE)
(d.lee@auckland.ac.nz)
“Teaching as an ethical enterprise goes beyond
presenting what already is; it is teaching
towards what ought to be”
“Education is an arena of hope and struggle –
hope for a better life and struggle over how to
understand and enact and achieve a better
world. We come to believe that we can
become makers of history, not merely the
passive objects of the great human drama”
 Bill Ayers
Students have been asked
to:
 Ring Associate Teacher and arrange a
time to visit prior to practicum
 Prepare a one page profile
 Contact University Supervisor and share
contact details
 Consider course work that will support
practicum
 Prepare permission letter for assessment
for children’s learning
 Practise reflective writing
Policies and students
 Te Tiriti o Waitangi
 Consider responsibilities
 Child Protection
 What do they need to know?
 Health and Safety (eg name badges)
 What is required?
 Adhere to no smoking policies
 Positive Guidance
 What is expected of students?
 Student Teacher or specific centre expectations (eg
competition issues)
 Philosophy
 Read and compare philosophy
 Assessment and planning for learning
Professional
Responsibilities
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7.5 hours in centre
Inform of absences
Familiarise self with key policies
Discuss and sign contract
Name tags
Work as member of teaching team
Engage in teaching and learning process with
children
 Demonstrate understanding of Te Whariki concepts
and te ao Maori
 Meet NZ Teacher’s Council ‘Fit to be a Teacher’
criteria
 Utilise knowledge from University courses
Professional Responsibilities
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Document involvement in teaching and learning
Continue portfolio of evidence
Engage in written reflection (three each week)
Maintain contact with university supervisor
Use ethical consent forms
Professionally prepare and contribute to triadic process
Reflect on Code of Ethics
Work consistently towards meeting the Learning
Outcomes
 Complete self-assessment form
Resources to support
students
 ECE Code of Ethics
 Tataiako; Guidelines for Positive Guidance;
Quality in Action (available from
www.minedu.govt.nz)
 Choices for Child Care (available from
www.ecd.govt.nz)
 Moodle Practicum Portal (EDPRAC 622 word
document)
 Resource Kit for Student Teachers:
(akoaotearoa.ac.nz )
New Zealand Teacher’s Council
Fit to be a Teacher Criteria
 trustworthiness
 honesty
 reliability
 sensitivity and compassion
 respect for others
 enthusiasm, dedication and
imagination
 communication skills (includes
ability to receive feedback)
 physical and mental health
Portfolio Requirements
With suitable permissions can include:
 Photographs and interpretive statements
 Learning stories, child’s voice, whanau voice
 Records and interpretations as
demonstrations of your teaching
 Records of your involvement in meetings
 Evidence of communication with families,
whanau and the wider professional
community
 Graduating Teacher Standards
Learning Outcome 1
Establish professional relationships and
communicate competently with children,
parents and colleagues and other members of
the early childhood education community.
1.1 Appropriate communication within the full
educational community of the centre is established
and maintained consistently.
1.2 Equitable, inclusive and collaborative
personal/professional relationships are effectively
demonstrated with children, parents, colleagues and
other members of the educational community.
1.3 Multiple ways of knowing learners in depth is
evident in all interactions.
Learning Outcome 2
Demonstrate a developing ability to practice effectively and contextually in
complex and diverse early childhood settings.
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2.1 a safe, purposeful and inclusive learning environment is
effectively established and maintained in an appropriate
manner
2.2 bicultural practices and diversity are addressed in an equitable
manner when planning for learning
2.3 practice is informed by effective use of curricula and content
knowledge, current assessment and planning processes and
reflective practice
2.4 teaching and learning experiences are planned and
implemented for individuals, small and large groups, and
represents the range of curriculum areas studied on the
programme
2.5 positive personal and professional responsibilities are
demonstrated appropriately
2.6 personal qualities and dispositions identified by the Teachers
Council ‘Fit to be a Teacher’ criteria are demonstrated
consistently
Graduating teachers know:
 know what to teach
 know about learners and how they learn
 understand how contextual factors influence
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teaching and learning
use professional knowledge to plan for a safe, high
quality teaching and learning environment
use evidence to promote learning
develop positive relationships with learners and
members of learning communities
are committed members of the profession
Learning Outcome 3
Demonstrate an ability to integrate theory,
research and practical experience in own
developing pedagogical practice in early
childhood education settings.
 3.1 personal pedagogical practice in relation
to the learning outcomes of this course is
articulated and critically reflected upon in
relation to theory and research studied
 3.2 appropriate ways of teaching and learning
are selected to suit diverse children’s interests,
strengths, abilities and needs within the
educational context that are theoretically and
evidence-informed and able to be articulated
and justified.
Learning Outcome 4
Demonstrate understanding of the complex social, moral,
political and ethical factors that impact on pedagogical
practice.
4.1 Appropriate behaviour guidance strategies to enhance
children’s social competence are ethically selected,
effectively implemented and critically evaluated
4.2 Issues relating to social, cultural and political factors
that impact on the teaching/learning process are
considered when decision making in an informed manner
4.3 The ethical, moral and political dimensions of
professional dilemmas are critically reflected upon,
including reference to both the early childhood Code of
Ethics and the New Zealand Teachers Council Code of
Ethics
Reflection
 DATA
 Brookfield’s critically reflective lenses
 Smyth’s Stages in Personal and
Professional Empowerment
DATA
 Describe
Choose a specific incident or an aspect of
practice.
 Analyse
Look into the reasons for the occurrence.
 Theorise
Explore alternative theories.
 Act
Examine possible changes to practice.
Brookfield’s Lenses
 Our autobiographies as learners and
teachers
 Our student’s eyes
 Our colleagues’ experiences
 Theoretical literature
Smyth’s Stages in Personal and
Professional Empowerment
 Describing
 Informing
 Confronting
 Reconstructing
(examples in practicum handbook)
Overview of Associate
Teacher Expectations
 Induct student teacher into centre/kindergarten
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environment
Give weekly verbal and written feedback on
progress
Respond to reflective writing (3 each week)
Support student teacher to attend 7.5 hours in
centre each day, five days a week
Document any concerns
Keep in communication with university supervisor.
Support the student teacher to work as a member
of the teaching team (as closely as possible)
Complete associate teacher assessment form
before triadic assessment.
Contribute to the triadic assessment process (DVD
available)