Faculty of Education
Graduate Profile
Graduate Diploma in Early Childhood Teaching
2014
Introduction
The Graduate Profile is a statement of the generic and specific attributes and skills of graduates of
the programme including the body of knowledge attained (CUAP Functions and Procedures, 20112012). The framework for graduate outcomes in the Graduate Profile may vary depending on the
award, however attention should be paid to the development in graduates of lifelong learning skills.
A Graduate Profile may contain the personal attributes, interactive attributes and specific
programme attributes which should ideally be displayed by graduates.
Graduate Diploma in Early Childhood Teaching
The vision of this programme is to educate people so they excel in becoming leading,
knowledgeable, inspirational and ethical teachers. Graduates will understand the contributions that
quality early childhood education can make to enriching individuals and society.
Life-long Learning Skills and Attributes of Graduates
Graduates will have:
Content and curriculum knowledge
 specialist content and early childhood education curriculum knowledge.
Pedagogical knowledge
 a deep and contemporary knowledge of education, philosophical concepts and approaches
necessary for quality teaching and learning experiences.
Pedagogical content knowledge
 the ability to transform content, curriculum and pedagogical knowledge into effective and
powerful learning environments responsive to the needs and characteristics of diverse
learners.
Learners
 an understanding of learning as a life-long process, of child development, of the social
contexts in which children live and the pedagogical opportunities of these.
Education context
 an understanding of the broader socio-critical context of education and early childhood
education in particular, both nationally and internationally, that equips graduates to respond
critically and ethically to the complexities of educators’ roles.
Bicultural context
 knowledge of the Treaty of Waitangi and culturally responsive pedagogies including the
ability to utilise te Reo me nga Tikanga Māori.
Professional role
 an understanding of and the ability to enact the professional role of the teacher in the context
of legal, ethical and other professional responsibilities.
Reflexivity – theory to practice
 the ability to be critically reflexive in addressing education challenges in order to improve
teaching and learning processes.
Research
 a critical appreciation of the role, and the uses of research to enhance praxis within
education contexts.
The following include some of the dispositions/attitudes which will be evident in the philosophies
and/or actions of successful graduates.
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A passion for teaching.
A commitment to life-long learning.
A willingness to reflect on and improve own teaching.
A willingness to consider feedback and act on this when appropriate.
A belief that teaching is a profession that requires a knowledge and acceptance of ethical and
legal responsibilities.
A belief that all children have something to contribute.
A belief in child and family/whanau involvement in decision making and goal setting.
A belief that teachers make a positive difference to children’s learning and development.
An acknowledgement that learning is enhanced when experiences build children’s competence
and confidence.
An appreciation of the uniqueness and similarities of each child’s learning.
An appreciation that teaching is influenced by personal attitudes and values.
An appreciation of the importance of positive professional relationships with colleagues.
A commitment to biculturalism and the Treaty of Waitangi.
A commitment to social justice and inclusion.
A commitment to education for a sustainable environment.
Respect for all children and whanau within their social, cultural and political context.
This Graduate Profile is reviewed annually.
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