BTI Bachelor Of Education (Teaching) Graduate Profile

Bethlehem Tertiary Institute seeks to graduate wise teachers who are developing a gracious, secure and teachable character; motivated by love, informed by faith and inspired by hope.

They are characterised by inquiry into their own learning and teaching for the enhancement of further learning, whether their own or that of their students. They are committed to learning and teaching that is relational, responsive and transformative. They have the humility to understand, acknowledge and honour difference, resulting in mutually beneficial relationships. They honour the role of parents, whānau and caregivers. They show tenacity and resilience in the face of disequilibrium, challenge and setbacks.

Graduates of BTI’s Bachelor of Education (Teaching) understand:

• The implications one’s worldview has for identity, meaning-making, motivation and resilience
• The parameters of the Biblical meta-narrative and its contribution to daily living and decision making, in both professional and personal life
• The nature of the Treaty of Waitangi and its implications for living in Aotearoa today
• The teacher’s responsibility as leader of learning and role model
• The complexity of teaching due to the interrelatedness of its component factors
• The critical nature of wise planning, teaching and assessment
• Unique learners and patterns of learning
• The characteristics of effective teaching, including what to teach in their specific sector
• Historical, philosophical, social, cultural, and economic factors that influence the context within which learning and teaching in Aotearoa/New Zealand occur
• Content and pedagogical content knowledge foundational to effective practice within their educational sector
• Key sector-specific documents that influence learning and teaching in Aotearoa/ New Zealand
  
  
  

They have the skills necessary to:

• Articulate and justify a personal sense of vocation and vision for their professional practice
  
• Develop educational practice that is relational, responsive and transformative
  
• Draw on their developing personal philosophy and knowledge of learning and teaching for planning and implementing wise, innovative and effective ethical practice
  
• Engage with research and contextual evidence as a basis for their ongoing professional inquiry and resultant practice
  
• Notice, recognise and respond as they gather, analyse and evaluate evidence of student learning in order to be accountable for that learning
  
• Communicate effectively to a range of audiences through verbal, written, or visual media, including information and computing technologies
  
• Design and organise rich learning experiences that maximise learning opportunities within a differentiated and nurturing environment
  
• Include ngā tikanga Māori, te reo Māori and ngā toi into their practice in an authentic and respectful manner
  
• Make theoretically and philosophically informed decisions to maximise their students’ learning