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Level and Year
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HE Level 7 Year 1
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Duration and Credit Rating
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3 weeks (3 taught sessions)
20 Credits HE Level 7
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Student Learning Hours
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The course will consist of 200 hours of student learning
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Aims
The broad aim of this module is to locate the evaluation of pedagogic practice within the action research paradigm, and research-informed teaching context. More practically, the aim is to enable participants to undertake a manageable, systematic, and scholarly investigation of a pedagogic issue.
Intended Learning Outcomes
By the end of this course, participants will be able to:
1 produce a report in which an action research cycle has been designed, implemented and evaluated;
2 in a report demonstrate evidence of a scholarly approach to the evaluation and enhancement of aspects of their own pedagogic practice;
3 critically assess the role of action research as an effective tool in the systematic evaluation of professional practice;
4 reflect critically on the validity of the knowledge generated by their own reflective practice;
5 critically assess the ways in which forms of reflective practice can contribute to understanding how professional knowledge is constructed;
6 suggest ways in which their own academic practice might seek to effectively balance the relationship between teaching and research.
Indicative Module Content
This is a compulsory module for those undertaking the PGCLT (HE), and to be completed at the end of the programme. It builds on the knowledge and understandings of all the previous modules undertaken. The module will begin with a taught introduction to the epistemological, methodological, and ethical dimensions to working within the action research paradigm. This will be followed by a taught session which focuses on the nature of an action research cycle, and how to manage a small-scale investigation of a pedagogic issue. The final taught session will be a group tutorial where participants will be invited to share their ideas on potential pedagogic studies, and comment critically on each other's proposals. At this point participants will complete a formal proposal form, and plan and execute their own activities, supported by one-one-tutorials.
The normal timetable for the module would be: attendance at the taught input sessions, and completion of proposal form in one term; secondary source reconnaissance work followed by primary data collection in the following term; followed by analysis, and write-up in a third term. The final deadline for submission of the pedagogic study will be six weeks before an annual Examination Board in the same year in which they intend to submit an overall portfolio of evidence for examination.
The module will provide explicit opportunities for participants to provide evidence of engagement with UK PSF areas of activity 5 and 6, core knowledge 1 and 5, and PSF and SEDA PDF core development outcomes and values 2, 5 and 6. In addition the ILOs, content, and assessment are designed to meet the criteria for the SEDA PDF award `Action Research', where award recipients will be able to:
Select an area of practice for development;
Provide a rationale for the choice;
Complete a cycle of action research in the selected area;
Evaluate the (potential) impact of the action research cycle;
Reflect upon the benefits of engaging with others in this work.
Learning and Teaching Strategies
The module will begin with taught input which overviews the key epistemological, methodological, and ethical dimensions to working within the action research paradigm. This will be followed by an outline of the means by which a small-scale pedagogic study might be managed. Participants will be invited to engage in whole group discussions, and to share their existing knowledge and understanding of various research paradigms, and to identify the uses and limitations of working within an action research paradigm. Participants will then be invited to share ideas with each other, and engage in critical commentary on issues relating to manageability, possible research methods, and ethical matters. Participants will then engage in self-supported activities in order to complete their own projects, with tutorial advice as appropriate.
Assessment
A pedagogic study, in the order of 5,000 words, which utilizes the action research paradigm, in order to engage in the systematic evaluation of pedagogic practice. Specifically, the study should adopt a scholarly approach to the identification of a pedagogic issue, and proceed to include the following: a critical review of relevant academic literature; a rationale for the choice of research tools, and consideration of relevant ethical issues; analysis of findings and suggestions for enhancements to pedagogic practice; reflections on working within the action research paradigm.
Structure – the following need not be headings, separate sections, or a recommendation for order, just guidelines:
1 outline of pedagogic issue and current impact on practice;
2 a short critical literature review of the most relevant pedagogical concept;
3 a contextualisation of reconnaissance work within the action research paradigm;
4 a rationale for the choice of research methods, and awareness of relevant ethical issues;
5 presentation and analysis of findings;
6 a methodological discussion, which addresses the uses and limitations of the research methodology, and the nature of the knowledge, generated;
7 recommendations for practice, and suggestions for future explorations;
8 a critical reflection on the use of the action research paradigm; its relationship with professional knowledge; and how the process has contributed to balancing research with teaching.
Illustrative Bibliography
Herr, K. and Anderson, G. (2005) The Action Research Dissertation: A Guide for Students and Faculty. London: Sage.
Lea, J. (et al) (2003) Working in Post-Compulsory Education. Maidenhead: OpenUP.
McKernan, J. (1996) Curriculum Action Research. London: Kogan Page Nelson Thornes.
McNiff, J. (2001) Action Research: Principles and Practice. London: Routledge.
McNiff, J and Whitehead, J. (2005) All You Need To Know About Action Research. London: Sage.
Reason, P. and Bradbury, H. (2005) Handbook of Action Research. London: Sage.
Websites
http://www.heacademy.ac.uk/resources/publications |
http://www.escalate.ac.uk/ |
Journals
Action Research Journal
Educational Action Research Journal