Teaching

EIT is the hub of educational leadership in the Hawke’s Bay. If you are interested in studying to strive for excellence in education, take a look at the teaching and education programmes on offer.

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Featured Programme

Certificate in Tertiary Learning and Teaching

Focusing on the needs of tertiary and other adult educators in today’s education climate, this applied programme is designed for tertiary and community based tutors, teachers and facilitators working with students in a variety of learning environments.

The Certificate in Tertiary Learning and Teaching is a self-paced 60 credits programme that can be completed part-time over 12-18 months.

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Featured Profile

Anne Marie1

Annemarie Gathergood, Bachelor of Teaching (Early Childhood Education)

I wanted a professional qualification that was widely recognised in the early childhood sector and opened doors for a career.  I liked that the programme offered hands on experience while training. 

It's important to me that we provide our young children with an environment that nutures their creativity and supports their learning effectively.  "Let them learn through play and be children".

Featured Staff

Kay Morris Matthew crop

Professor Kay Morris Matthews

My research over 25 years has focused upon theorising within history of education in relation to higher education, gender, transnational methodology and influences on school curriculum as well as childhood studies.  A second research pathway has emerged from commissioned collaborative research on school readiness; child health, youth, education and training through my role at EIT.

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STUDENT MENTORING PROGRAMMES

Student mentoring programmes to support the learning development of all students.

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Enacting Student Voice through Governance Partnerships in the Classroom: 

Rupture of the Ordinary for Radical Practice

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Student voice is a construct that has come to mean many things to many people. In this article the author is interested in forms of student voice practice that generate a shift in status for students, from passive recipients of schooling to governance partners with teachers in the classroom.

She argues that governance partnerships that include students in joint pedagogical decision-making in the classroom embody the radical intent of student voice, which is to disrupt educational hierarchies and generate roles of influence for students.

Within an educational context where student voice can mean almost anything – so is in danger of meaning very little – governance partnerships disrupt the ordinary as a starting point for radical practice.

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