The study of education encompasses a broad range of options that reflect the far-reaching nature of the field. Educationists are interested in how knowledge, skills and values are constructed, accumulated, and conveyed through formal and informal means.
The papers available in the subject Education provide opportunities for academic and professional development for those employed in the education sector. It is possible to plan a programme that is tailored to individuals' intellectual and/or professional needs. Students who are not necessarily working in the education sector may wish to consider the subject Education and Society.
Subjects
Teaching (Early Childhood)
Prepare yourself for a career working in a variety of childhood settings with children from birth up to six years old.
Gain theoretical and practical experience as you learn about all the aspects of Te Whariki – the Early Childhood curriculum.
It's an integrated programme with seven major themes: bicultural development; cultural diversity; equity and social justice; inclusion; parents and whanau; transition to school; and infants and toddlers.
Teaching (Primary)
Prepare yourself for a career in primary, composite, intermediate and middle schools or kura, working with children from five to 13 years old.
You'll gain a solid foundation in all aspects of the New Zealand curriculum. You'll also learn about professional and ethical practices, child development, issues that face teachers and learners with special needs, teaching children from diverse backgrounds, classroom management, environmental education for sustainability, and the wider contexts of school, community and national systems.
On practicum, you'll take an active role in the classroom over several weeks in a school, under the guidance of an associate teacher. This includes a minimum of one day per week in the first year of your degree, a six week block in second year and an eight week block in third year.
Teaching (Secondary)
As a graduate of this programme you will be among the best prepared teaching graduates and highly regarded by education employers, within NZ and overseas.
You'll have the understanding, skills and academic requirements to be an early childhood, primary or secondary teacher.
You'll be eligible to apply for a provisional practicing certificate, and after two years of full time teaching be granted a full practicing certificate with the New Zealand Education Council.
Teaching (Māori Medium/Te Kaupapa Arareo Māori)
Te Kura Toi Tangata Faculty of Education is committed to the education and development of Māori medium teaching. This suject prepares students for teaching in English medium, bilingual (Māori and English) and Māori medium (total immersion) educational settings. We cater for students seeking support and teaching qualifications, teachers interested in professional development and researchers keen to contribute new knowledge.
Te Whare Wānanga o Waikato The University of Waikato and Te Kura Toi Tangata Faculty of Education has always had a strong affinity with Māori. Many of our graduates are now influential leaders in Māori education working in wānanga, universities, schools and government departments.
Education and Society
Education and Society today has close affinities with contemporary interdisciplinary fields exploring issues of social policy, culture, gender, work and leisure. Since education is as much concerned with who we might become as who we already are, it is relevant to all our collective and personal decision-making on questions of justice, rights and freedom.
Education and Society is available as a major for the BA and BSocSc. Education and Society may also be taken as a second major or as a supporting subject within other undergraduate degrees, subject to academic approval of the Faculty or School of Studies in which the student is enrolled.
Human Development
The Human Development programme explores the development of individuals, families, groups and communities throughout the human lifespan. It is important for those wishing to go into professions such as youth work, eldercare, social work, counselling and teaching. An understanding of human development is relevant to many other careers that involve working with or for people.
Papers develop skills relevant to career objectives such as human relations, human services, programme planning, community liaison, counselling, policy and evaluation, administration of programs concerned with the family or other groups and research.
Qualifications
Bachelor of Teaching (BTchg)
Teachers are influential community members, making a difference to young people and their learning, knowledge and skill acquisition. They play a major role in helping their students develop their independence and success in their lives.
As a graduate of this programme you will be among the best prepared teaching graduates and highly regarded by education employers, within NZ and overseas. You'll have the understanding, skills and academic requirements to be an early childhood, primary or secondary teacher. You'll be eligible to apply for a provisional practicing certificate, and after two years of full time teaching be granted a full practicing certificate with the New Zealand Education Council. 82% of recent teaching graduates are in employment.
Master of Counselling (MCouns)
The Master of Counselling (MCouns) is established as a flagship degree that has seen 92% of graduates over the past six years gain successful employment.
The degree has specifically been designed for professional counsellors or supervisors interested in leadership roles within the New Zealand counselling profession.
The programme has a key teaching focus on providing experiences in which you can further develop your professional attitudes, knowledge and competencies in the areas of counselling, group leadership, mediation and practitioner research. You'll graduate with a high level of knowledge and understanding through the narrative practice this programme is known for.
Master of Disability and Inclusion Studies (MDInS)
The Master of Disability and Inclusion Studies examines the issues which produce various related social norms and sets out to produce practitioners who challenge them. The programme explores contemporary theories, methodologies and practices related to the broad field of disability and inclusion studies.
This programme is known for its grounding in a social justice model of inclusive community and educational practice and is relevant for a variety of professionals working in community organisations and schools, and those concerned with disability advocacy and rights.
Studying the Master of Disability and Inclusion Studies (MDInS) you'll gain a stronger understanding of social life and the differences between us, and challenge current approaches used in the education sector and beyond.
Master of Education (MEd)
This programme is for educational practitioners who are graduates and want to improve their skills, know;edge and career prospects in Education. Developing skills in leadership in curriculum, pedagogy or policy development, the benefits include career advancement and the development of expertise in a specific area of educational practice.
Master of Educational Leadership (MEdLeadership)
Enhance your career prospects with a specialised programme that challenges you personally and professionally. Make a difference to the quality of education and create opportunities for your future leadership in education.
Work with academics who are internationally recognised for their leadership research and practice. Develop the skills, knowledge and dispositions to be an effective educational leader.
Complete coursework at a pace that suits you – part-time while you work, or full-time over one calendar year.
Master of Teaching and Learning (MTchgLn)
The Master of Teaching and Learning (Primary, Secondary) is an intensive one-year programme that prepares students with specialist skills and enhanced knowledge teaching in primary, secondary or Māori medium kura or whārekura settings.
This programme, available in English or Maori Medium, develops students' critical understanding of research-based pedagogical approaches, learning theory, inquiry skills and content knowledge so that they are able to effectively teach diverse learners in New Zealand schools.
Students also gain valuable practical experience, working at least 40 weeks of the year in a variety of classroom settings, with the professional support of faculty lecturers and mentor teachers.
Graduate Diploma of Teaching (GradDipT)
Prepare yourself for a career in secondary schools, working with young people aged 13-18 years old. The University of Waikato can prepare you for most curriculum subjects. There are currently shortages in english, maths, science, technology and te reo Māori.
This programme consists of eight compulsory papers (120 points, with 80 points at 300 level), including three curriculum subject papers, two teaching practicum and three Professional Education papers. Learn how to teach your curriculum areas and develop skills in teaching and learning.
Postgraduate Certificate in Tertiary Teaching and Learning (PGCert(TertiaryT&L))
The Postgraduate Certificate in Tertiary Teaching and Learning — PGCert(TertiaryT&L) — is a recognised qualification for staff working in tertiary education contexts who wish to extend their understanding of tertiary learning and teaching, improve their own practice and facilitate positive change in student learning across their courses and programmes or in their specific areas of work.
Qualifications
Study Education in any of these qualifications
Papers
Papers available within this subject
Prescriptions for the Dip(Ed) and GradDip(Ed)
The Diploma in Education (Dip(Ed)) and the Graduate Diploma in Education (GradDip(Ed)) are available for students who want to broaden their knowledge in the area of education. The GradDip(Ed) is also suitable for graduates from a teacher education programme who wish to develop their curriculum and pedagogical knowledge. The Dip(Ed) and the GradDip(Ed) do not lead to teacher registration in New Zealand. Programmes of study for the GradDip(Ed) should be planned with the intention to create a strong basis for further study at postgraduate level. Initial inquiries should be made to the Centre for Postgraduate Studies, Faculty of Education.
The Dip(Ed) consists of 120 points, including 80 points at 200 level or above, taken from the prescriptions for Arts Education, Education, Education and Society, Language and Literacy Education, Mathematics Education, and/or Science Technology and Environmental Education.
The GradDip(Ed) consists of 120 points, including at least 80 points at 300 level or above, taken from the list below and/or the prescriptions for Arts Education, Education, Education and Society, Language and Literacy Education, Mathematics Education, and/or Science Technology and Environmental Education. Within the GradDip(Ed) a specialisation in Arts Education is available. Details of the specialisation requirements can be obtained from the Faculty of Education.
100 Level
| Code | Paper Title | Occurrence / Location |
|---|---|---|
| DLRNG100 | Developing Digital Fluency | 18A (Online) |
| This paper offers a foundation for students learning to navigate and communicate effectively through digital learning environments. It incorporates purposeful selection of technologies for learning, and digital literacy which includes being able to research, create, evaluate and apply technical skills while doing so. | ||
| EDSOC101 | The New Zealand Educational Context | 18A (Hamilton), 18A (Online), 18A (Tauranga) & 18B (Hamilton) |
| The paper addresses the educational policies, ideas and processes shaping the educational contexts within which New Zealanders learn and teach. | ||
| EDUCA110 | Learning and Teaching 1 | 18A (Hamilton) |
| In this paper, students will examine personal experiences that shape views of learning and teaching, theories of learning, and a range of innovative teaching practices to engage diverse learners. | ||
| HMDEV100 | Lifespan Development | 18A (Hamilton), 18B (Online) & 18B (Tauranga) |
| HMDEV100 focuses on understanding and enhancing human development through an exploration of biological, psychological, social and cultural factors that influence patterns of development and learning over the lifespan. | ||
200 Level
| Code | Paper Title | Occurrence / Location |
|---|---|---|
| DLRNG200 | Digital Learning: Critical Perspectives and Lifelong Possibilities | 18A (Online) |
| This paper examines educational uses of digital technologies, with an emphasis on learning through electronic networks, including social media. The paper explores evolving theoretical shifts and policy directions alongside topical issues and practical perspectives. | ||
| EDUCA200 | Te Hononga Tangata | 18B (Hamilton) |
| This paper aims to develop awareness of the importance and complexity of effective, personal communicative competency in culturally diverse, intentionally educational contexts. | ||
| EDUCA210 | Learning and Teaching 2 | 18B (Hamilton) |
| In this paper, students will examine diverse experiences of learners and teachers to build an understanding of multiple perspectives, influential pedagogies, and critical approaches to learning challenges. | ||
300 Level
| Code | Paper Title | Occurrence / Location |
|---|---|---|
| HDCO320 | Implementing Inclusive Practices: Building Individual and Community Capacity | 18B (Online) |
| This paper investigates questions about competencies required to fully include disabled people in the life of their community through a reading, writing, researching and reporting framework. | ||
| PCSS303 | Curriculum Perspectives | 18A (Online) |
| This paper examines curriculum conceptions that have shaped educational contexts in Aotearoa New Zealand. Participants are introduced to a range of curriculum perspectives, and the ideas of influential theorists. Curriculum thinking is explored through selected historical, political, and sociocultural contexts and settings. The pap... | ||
| PROF310 | eEducation: Historical and Contemporary Perspectives | 18B (Online) |
| A critical examination of historical and current developments in eEducation and the nature of online teaching and learning. | ||
| THED390 | Directed Study | 18A (Hamilton), 18B (Hamilton) & 18S (Hamilton) |
| No description available. | ||
| TOED390 | Directed Study | 18A (Hamilton) & 18B (Hamilton) |
| The planning, implementation and reporting of a research project on a topic in mathematics education, science education or technology education which is of a particular interest to the student. | ||
| TWED390 | Directed Study | 18A (Hamilton) & 18B (Hamilton) |
| No description available. | ||
Prescriptions for the PGCert(Ed), PGDip(Ed) and MEd
To complete the Postgraduate Certificate in Education, students must take 60 points at 500 level from the papers listed below or from the prescriptions for Arts Education, Education, Education and Society, Language and Literacy Education, Mathematics Education, and Science, Technology and Environmental Education.
To complete the Postgraduate Diploma in Education, students must take 120 points at 500 level, including one of DSOE557, EDUCA500, or MAOED500, and at least 60 points from the papers listed below or from the prescriptions for Arts Education, Education, Education and Society, Language and Literacy Education, Mathematics Education, and Science, Technology and Environmental Education.
Within the Postgraduate Certificate specialisations are available in eEducation and Restorative Practices. Within the Postgraduate Diploma specialisations are available in Adult Literacy and Numeracy Education, eEducation, Global Studies in Education, Guidance and Pastoral Care, Maori Medium Teaching/Te Ropu Tohu Paerua, Middle Schooling, Music Education, or Restorative Practices. Details of the specialisation requirements can be obtained from the Faculty of Education Postgraduate Studies Handbook.
To complete an MEd, students must take 180 points at 500 level from the papers listed below or from the prescriptions for Arts Education, Education, Education and Society, Language and Literacy Education, Mathematics Education, and Science, Technology and Environmental Education, including one of DSOE557, EDUCA500, or MAOED500, and one of a Directed Study equivalent to 30 points, or a Dissertation equivalent to 60 points, or a Thesis equivalent to 90 or 120 points.
Within the Master of Education specialisations are available in Global Studies in Education and Professional Learning. Details of the specialisation requirements can be obtained from the Faculty of Education Postgraduate Studies Handbook.
Candidates who hold a BTchg(Hons) or a PGDip(Ed) must take a further 120 points at 500 level, including any required papers, to complete the Master of Education.
| Code | Paper Title | Occurrence / Location |
|---|---|---|
| DSOE510 | Special Topic | 18C (Hamilton) |
| This paper is available for students who require an individually supervised project to complete their qualification in a subject offered by the Faculty of Education. | ||
| DSOE515 | Special Topic | 18C (Hamilton) |
| This paper is available for students who require an individually supervised project to complete their qualification in a subject offered by the Faculty of Education. | ||
| DSOE557 | Research Methods | 18A (Hamilton), 18A (Tauranga), 18B (Online) & 18S (Block) |
| This paper introduces students to the major educational research paradigms, methodologies appropriate to collecting data in schools (including interviews, observations, surveys, case studies), action research, literature reviews, critiquing research, and report writing. It includes consideration of ethical issues in research. | ||
| DSOE590 | Directed Study | 18D (Hamilton) & 18D (Online) |
| Students have the opportunity to pursue a topic of their own interest under the guidance of academic staff. | ||
| DSOE592 | Dissertation | 18C (Hamilton) |
| A report on the findings of a theoretical or empirical investigation. | ||
| DSOE593 | Education Thesis | 18C (Hamilton) |
| An externally examined piece of written work that reports on the findings of supervised research. | ||
| DSOE594 | Education Thesis | 18C (Hamilton) |
| An externally examined piece of written work that reports on the findings of supervised research. | ||
| EDUCA500 | Culturally Responsive Methodologies incorporating kaupapa Maori and critical theories | 18B (Block - Tauranga) |
| Cullturally Responsive Methodologies utilise kaupapa Maori and critical theoretical frameworks to develop contexts within which the researched community can define the terms for engaging, relating and co-creating new knowledge. | ||
| HDCO501 | Ageing and Society | This paper will not be taught in 2018. |
| This paper will not be taught in 2018. | ||
| HDCO565 | Restorative Practices in Education | This paper will not be taught in 2018. |
| This paper will not be taught in 2018. | ||
| MAOED500 | Rangahau Kaupapa Maori - Kaupapa Maori Research | 18C (Hamilton) |
| This paper seeks to explore Kaupapa Maori research theory and methodologies, developing more informed and culturally located and responsive research practice, with a particular focus on researching in Maori educational contexts. | ||
| MBED501 | Matauranga Reo Maori | 18A (Hamilton) |
| Ka arohaehaehia ngaa ariaa ako, whakaako raanei i te reo Maaori hei reo tuatahi, tuarua ranei, nga momo aromatawai i te reo me te uu o te whakawhitinga ki te whakaako i te reo Maaori hei reo tuatahi, tuarua ranei. Ka whakauruhia te huhua o ngaa take aa iwi. A critical examination of theories of first and second language acquisition... | ||
| MBED502 | Tirohanga Whakahaere | 18C (Hamilton) |
| This paper explores the influence of social, cultural and political factors, nationally and internationally on leadership in Maori medium contexts. It provides participants with the opportunity to examine and inform their own practice of leadership. This paper is suitable for those who currently lead or aspire to lead in Maori medi... | ||
| MBED503 | Te Whakaora Reo: Matauranga Rumaki | 18A (Hamilton) |
| This paper examines indigenous theory and practice, indigenous language revival and indigenous language revitalisation. It also looks at Maori immersion education activities alongside other indigenous languages initiatives. Also included is an exploration of the way immersion education in overseas contexts can strengthen Maori imme... | ||
| PROF503 | The Practices of Teaching | 18A (Online) |
| This paper provides an overview for educators to articulate, critique and explain their teaching practices using the socio-cultural perspectives in the research literature. | ||
| PROF506 | Educational Assessment | 18B (Online) |
| This paper provides an opportunity to develop in-depth knowledge and critical awareness of the theoretical issues and practical implications associated with improving learning and teaching through the implementation of a broad model of educational assessment. It is appropriate for practitioners at all levels of education: early chi... | ||
| PROF521 | Digital Technologies in the Classroom: New pedagogies, new practices | 18A (Online) |
| This paper is designed for teachers from all levels of education who wish to further their practice with digital technologies in the classroom. Its project-based, thematic design allows participants to engage in practical investigations into digital technology use in their teaching, exploring new pedagogies, technologies or technol... | ||
| PROF522 | Teaching and Learning using the Internet | This paper will not be taught in 2018. |
| This paper will not be taught in 2018. | ||
| PROF524 | Learning and Leadership in the Communication Age | 18B (Online) |
| This paper explores global rationale underpinning the use of digital technologies in teaching and learning, and applies this to an analysis of New Zealand eLearning policy as it informs practice at an institutional level. Participants complete a small practical investigation of eLearning policy and practice within a selected educat... | ||
| PROF525 | eLearning Policy to Practice in the New Zealand Context | This paper will not be taught in 2018. |
| This paper will not be taught in 2018. | ||
| PROF540 | Professional Learning and Development | 18A (Block) |
| This paper explores in depth professional learning and development as a practice of professional leadership that has transformative potential in a range of learning contexts seen as complex adaptive systems. A strong emphasis is placed on working in communities of inquiry and participants are expected to join respectfully with othe... | ||
| PROF541 | Using Evidence for Effective Practice | 18B (Block) |
| This paper aims to enable students to read, interpret, evaluate and use evidence to improve their own pedagogical practice, and the practice of others. | ||
| PROF560 | Educational Leadership in Higher Education | This paper will not be taught in 2018. |
| This paper will not be taught in 2018. | ||
| PROF563 | Coaching, Mentoring and Skilful Conversations in Higher Education | This paper will not be taught in 2018. |
| This paper will not be taught in 2018. | ||
| RPLC500 | Professional Learning in Education Practice | 18C (Hamilton) |
| This paper allows students to submit a portfolio for assessment of learning undertaken in a non formal setting, for credit towards a postgraduate qualification in the Faculty of Education. | ||
| THED580 | Disciplinary Inquiry in the Classroom | 18C (Online) |
| This paper enables classroom practitioners to undertake a systematic, critical inquiry into an innovative intervention in their practice. | ||
| THED590 | Directed Study | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The Directed Study provides the postgraduate student with the opportunity to do a small piece of independent research under supervision, contributing to the student's development as an independent scholar. | ||
| THED592 | Dissertation | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The two paper (60 point) Dissertation provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| THED593 | Thesis | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The three paper (90 point) Thesis provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| THED594 | Thesis | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The four paper (120 point) thesis provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| TOED590 | Directed Study | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The Directed Study provides the postgraduate student with the opportunity to do a small piece of independent research under supervision, contributing to the student's development as an independent scholar. | ||
| TOED592 | Dissertation | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The two paper (60 point) Dissertation provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| TOED593 | Thesis | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The three paper (90 point) Thesis provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| TOED594 | Thesis | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The four paper (120 point) thesis provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| TWED590 | Directed Study | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The Directed Study provides the postgraduate student with the opportunity to do a small piece of independent research under supervision, contributing to the student's development as an independent scholar. | ||
| TWED592 | Dissertation | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The two paper (60 point) Dissertation provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| TWED593 | Thesis | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The three paper (90 point) Thesis provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
| TWED594 | Thesis | 18C (Hamilton), 18C (Online) & 18C (Tauranga) |
| The four paper (120 point) thesis provides the postgraduate student with the opportunity to do an independent research project under supervision, contributing to the student's development as an independent scholar. | ||
Prescriptions for the MPhil
The Master of Philosophy is a one year research-based degree in which students undertake a programme of approved and supervised research that leads to a thesis which critically investigates an approved topic of substance and significance, demonstrates expertise in the methods of research and scholarship, displays intellectual independence and makes a substantial original contribution to the subject area concerned, and is of publishable quality.
| Code | Paper Title | Occurrence / Location |
|---|---|---|
| DSOE800 | Faculty of Education MPhil Thesis | 18C (Hamilton) |
| No description available. | ||
Prescriptions for the PhD and EdD
The Doctor of Philosophy is a three year research-based degree in which students undertake a programme of approved and supervised research that leads to a thesis which critically investigates an approved topic of substance and significance, demonstrates expertise in the methods of research and scholarship, displays intellectual independence and makes a substantial original contribution to the subject area concerned, and is of publishable quality.
The Doctor of Education is a professional doctorate for senior practitioners in their fields who are proven excellent scholars, and who want to commit themselves to supporting and developing their profession through research. Papers will be offered subject to staffing. Intending students should discuss their programme with the Director of the Centre for Postgraduate Studies.