Bachelor of Education (Teaching) Early Childhood Education
Approved by NZQA, BTI is currently New Zealand's only approved and accredited Christian-based professional preparation provider for the ECE sector. Our undergraduates are tutored by, and walk alongside, research active staff which means that students who study with us benefit from the very latest research and practice in early childhood education.
Relationship is the heart of teaching; it's important to know yourself and how this impacts your teaching and relationships with the young children in your care. This Level 7 Bachelor of Education (Teaching) Early Childhood Education degree includes the unique PIPI course; PIPI stands for Personal Integration & Professional Inquiry. Essentially, it focuses on helping student ECE teachers to deepen their understanding of themselves and how their unique gifts and wiring integrates with their chosen teaching profession.
When you graduate with a BTI degree in early childhood education, you will be thoroughly prepared to teach in all early childhood services in New Zealand, including ECE care and education centres, kindergartens and creches.
It takes a BIG HEART to Shape a LITTLE MIND!
To receive more information about the Bachelor of Education (Teaching) ECE qualification, please download the programme information booklet or contact us.
Relationships are at the Heart of Teaching
WHY TRAIN TO BE AN ECE TEACHER AT BTI?
Choose to study your degree in early childhood education with BTI and benefit from staff who are motivated by our Christian faith to:
BTI is the only accredited Christian-based professional preparation provider for the ECE sector in NZ
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.
"What I really appreciated about BTI was the emphasis not only upon the practicalities of teaching, but also the “person” that you bring to teaching. We were challenged to grow not only as teachers, but also as individuals. The genuine care of the staff for those they teach and small-scale size of the campus meant that classes were full of good things, including cupcakes and lots of personalised learning."
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
Requirements for English as an Additional Language (EAL) candidates
If you are an EAL candidate you must have your English language competency tested before you enter an Initial Teacher Education (ITE)programme. The IELTS assessment tool is used to determine English language competency. You must achieve a 7 or higher for each component.
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