Faculty of Education
Graduate Profile
Bachelor of Teaching and Learning with Honours
BTchLn(Hons)
1998
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, 20132014). 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.
Bachelor of Teaching and Learning with Honours
Disposition of Graduates and Effective Teachers
Following their study of the capabilities and behaviours of five quality teachers Ramsay and Oliver
(1995) concluded that … these teachers had high cognitive abilities with powers of observation,
reflection and analysis. They had strong philosophies of education, were theoreticians and
practitioners simultaneously, had developed a bicultural approach, possessed a strong sense of
humour and had a well developed social conscience. They worked long hours, but had struck a
balance between work, home and recreation. Above all else they cared about the learning outcomes
of their children, and had a deep and passionate commitment to their career as teachers.
These qualities include not only easily measurable behaviours but also other important but difficult
to measure capacities or dispositions which have been identified in high quality teachers (OECD,
1994). The dispositions listed below include the attitudes and values outlined in the Ministry of
Education’s The New Zealand Curriculum Framework (1993), P21 and draw on the qualities
described in the draft Teacher Registration Board Criteria for Registration as a Teacher (1997).
Preservice students bring a range of dispositions to their teacher education programme. Of these
dispositions, those which appear to make successful teachers include:
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a liking for children
sensitivity and compassion (aroha)
tolerance (rangimarie)
respect for others
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fairness
trustworthiness
discretion
honesty
reliability
responsibility
perseverance
initiative
innovation and imagination
adaptability, flexibility and openness
enthusiasm and vitality
a sense of humour
emotional stability.
Life-long Learning Skills and Attributes of Graduates
During their BTchLn programme students will develop a clearly articulated personal philosophy
which recognises that personal pedagogy and practice are strengthened when informed by theory
and research. The following include some of the dispositions/attitudes which will be evident in
the philosophies and/or actions of successful graduates of the BTchLn programme:
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a passion for teaching
a commitment to life-long learning and personal-professional development
a desire to improve own teaching performance
a willingness to evaluate own performance
a willingness to consider feedback and act on this when appropriate
a belief that teaching is a profession and that this belief implies an acceptance of
ethical and legal responsibilities
a belief that teachers are more effective if they have a balance between their
personal and professional lives
a belief in the potential of all children
a belief that teachers make a positive difference to children’s learning and
development
a belief in pupil involvement in decision making and goal setting
an acknowledgement that learning is enhanced when activities are perceived by
children as relevant to their experiences, hopes and ambitions.
an appreciation of the uniqueness of each learner and the similarities between
learners
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 multiculturalism
a commitment to non-sexism.
This Graduate Profile is reviewed annually and was last reviewed in 2013.
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