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

Rochelle Frame

Rochelle Frame, Bachelor of Teaching (Early Childhood Education) Student

"EIT has an easy going atmosphere, small classes where the teacher actually make and effort to get to know their students.  My qualification means that I am pretty much guaranteed a job when I am out.  I can use it all over New Zealand and the world".

Featured Staff

Cheryl McConnell crop

Cheryl McConnell

My teaching experience includes primary, early childhood and tertiary. Teaching is an extremely rewarding, interesting and challenging personal and professional journey.

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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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