Overview The Master of Teaching and Learning is a new initial teacher education (ITE) qualification. It is an exciting option for those seeking to become primary or secondary teachers and who wish to distinguish themselves from other ITE graduates. This programme equips participants with the expertise essential to schools in the 21st century: enhanced research-based knowledge, evidence-based inquiry skills, experiences of contemporary educational theory and professional practice. It is also an ideal pathway to professional teacher registration for those who have a particular interest in, and commitment to, supporting diverse learners. These include Māori, Pasifika and other priority learners. The Master of Teaching and Learning (MTchgLn) is an intensive, professional preparation programme comprised of 180 points, over one calendar year. It integrates: *University-based coursework *Embedded practice-based experiences *A programme that is aligned with the New Zealand Teacher Council (NZTC) Graduating Teacher Standards
Qualification specific requirements Applicants for the Master of Teaching and Learning programme require one of the following:
*Qualified for a degree in a disciplinary field appropriate to teaching and learning in Aotearoa New Zealand, and have either a Bachelor’s degree or a Bachelor’s degree with Honours or a Master's degree. The disciplinary fields relate to learning areas in the NZ Curriculum: English, The Arts, Health and Physical Education, Te Reo Māori and Learning Languages, Mathematics and Statistics, Science, Social Studies and Technology. *Admitted under the Regulations for admission ad eundem statum as entitled to enrol for the Degree of Master of Teaching and Learning
*Applicants are normally expected to have achieved a B+ average or better in the 300-level courses in their major subject in their undergraduate degree. *Applicants will need to demonstrate academic literacy and digital literacy/ICT competence at a standard sufficient to independently engage with postgraduate study and professional work contexts.
For the Secondary endorsement, the entry qualification must include courses to 300 or 400-level in a teaching subject appropriate to the secondary school curriculum, including but not restricted to: English, Te Reo Māori, Mathematics, Biology, Chemistry, Physics, History, Geography, Economics, Classical Studies, Music, or World Languages. Applicants to the Primary endorsement must demonstrate sufficient numeracy and scientific literacy to support curriculum development and learning in primary contexts. Candidates who completed their entry qualification overseas and who intend to become registered teachers in New Zealand are advised that the NZTC will require an assessment of their qualification by the New Zealand Qualifications Authority (NZQA). It is strongly recommended that this assessment it made before seeking entry to the MTchgLn; in most cases this will be required in order to gain admission.
Qualification structure and duration The MTchngLn delivery model is designed as a school-university community of practice. It is undertaken within a digitally enriched learning environment that reflects and supports modern learning pedagogies that are necessary for current and future professional practice in education. Students complete 180 points including integrated, professional practice-based experiences within the courses. The programme will be delivered during the full calendar year from January to December, full time only (no part-time enrolments). Master of Teaching and Learning students will: *Take 120 points of core coursework together as a single cohort of combined primary and secondary endorsement students *Separate into primary or secondary curriculum courses during Semester 1 and 2 (60 points) *Students will work in two different, local partnership schools that serve significant numbers of priority learners.
The first semester placement will be completed in a local primary or secondary school context and consist of 1–2 days per week across the semester, as well as a 3 week intensive experience where candidates will take leadership responsibility for teaching. In the second semester the students move to another local partnership school and complete a more intensive practice-based learning experience. This includes the 1–2 days per week, and 7 weeks of increased responsibility for leading teaching and learning in a classroom.
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Recipient: University of Canterbury
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