Graduating Teacher Standards
Discuss how student has achieve the Graduating Teacher Standards
University of Otago College of Education
Te Kura Akau Taitoka
Early Childhood
Associate Teacher Practicum Report
Uses Te Whāriki
EDPR 302 Professional Inquiry in(to) practice 2
Responsibilities
Student
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Associate
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Centre
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Age Range
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Dates
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Comment on how the student undertook responsibility within the programme
Any other comments
DATES ABSENT:
DATES MADE UP:
Student’s Signature _____________________________________________
Associate’s Signature ___________________________________________
Learning Focus
Evaluate professionalism in practice
 Reflects on and evaluates their role as a
team member in the centre
 Analyses the way in which they contribute to
the overall functioning of the centre
 Critically reflects on their ability to take on
increased responsibility within the
programme
 Integrates Te Reo Tikanga into their practice
Critically analyse and debate innovative and
effective pedagogical practice
 Uses a range of pedagogical approaches to
facilitate children’s learning and well-being
 Implements interesting and innovative
learning opportunities which demonstrate
continuity, connectedness and complexity
 Critically analyses and debates new and
innovative ways of working
Create dialogue within a community of
learners/community of practice
 Initiates dialogue with associate and staff in
the centre
 Creates a community of learners with
parents and children in the centre
 Applies understanding of theory and
research when dialoguing with associate,
staff and visiting tutor
Critically examine strategies to facilitate
children’s learning and well-being
 Reflects on strategies used to facilitate
children’s learning
 Critically examines the way in which
pedagogical strategies facilitate children’s
well-being
 Uses narratives assessment to increase the
complexity of learning
 Is able to plan and provide an inclusive
environment
Articulate a philosophy of practice that reflects
current theory about philosophy
 Is able to articulate their own philosophy of
early childhood teaching
 Uses theory and research to inform their
philosophy of teaching
Narrative