Generic Education Doctorate Pathway
Module 1: The role and nature of theory
The module aims to explore the role and significance of theory in advanced academic inquiry. It will explore discourses around theory and the relationship between theory and the concept of paradigms and professional practice. You will be expected to situate your own practices and professional contexts within particular theoretical frameworks and begin to analyse the limitations of theory. The ability to critique and interpret theory in relation to complex issues in specialist fields and research is a core aim of this module.
Module 2: Critical theory
The aims of the module are to demonstrate how critical theory may be used to critique educational discourse in relation to practice and policy. The module aims to engage candidates in some of the discussions and themes informed by critical theory and for them to use critical theory especially associated with postcolonial theory to critique an element of policy and practice, while considering how critical theory influences their approach to this analysis. Aspects of critical theory will be used as examples of the way theory can shape and determine the research process.
Module 3: The development of professional knowledge
The aim of the module is to develop candidates’ ability to discuss the development of professional knowledge from an informed range of standpoints. A range of relevant views of the nature of knowledge will be considered, with a view to enabling candidates to make informed methodological choices in their own research work and writing as they relate to and inform professional environments.
Module 4: Research: self and positioning
The aim of this module is to offer an opportunity to undertake critical and reflexive exploration of a chosen theme, either substantive or methodological, in order to establish and experiment with the importance of personal positioning. This involves developing greater awareness of multiple selves and perspectives and the implications for educational research. This final Level 7 module in the course occupies a pivotal position in enabling candidates to begin to consider seriously their approach to the doctoral thesis, in terms of both focus and methodology and the place of the self within this process
Module 5: Methods and methodologies
This module aims to develop students’ understanding of a range of research methodologies and methods and their philosophical underpinnings. Students will be supported in developing their understanding of the relationship between different methodologies and methods, conceptualising the relationship between the researcher, the researched and writing.
Module 6: Policy, research and truth
The principle aim of this module is to support candidate’s ability to conduct a piece of research analysing notions of truth in policy. The module aims therefore include developing candidate skills in developing a research proposal, their understanding of the nature of policy in education and philosophies of truth.
Module 7: The research proposal
The aims of the module are to develop candidate’s ability to engage and reflect on the range of research methods and methodologies that can be applied and used in educational settings in relation to their proposed thesis. They will be expected to develop a research proposal and rationale in relation to the methodology and research questions (and the relationship between them) as part of the proposal. Candidates will be asked to critically examine and reflect on the philosophies, cultural and social factors that characterise the principles that underpin research methodologies and also to consider what constitutes research. Candidates will problematise relationships between the research questions, epistemology and the methodology.
STEM Pathway
Module 1: The role and nature of theory
The module aims to explore the role and significance of theory in advanced academic inquiry. It will explore discourses around theory and the relationship between theory and the concept of paradigms and professional practice. You will be expected to situate your own practices and professional contexts within particular theoretical frameworks and begin to analyse the limitations of theory. The ability to critique and interpret theory in relation to complex issues in specialist fields and research is a core aim of this module. Illustrations are drawn from our beacon research in STEM and STEM education. Epistemic insight is an initiative which puts an emphasis on encouraging students to think critically about the questions they are considering in science lessons and to explore the boundaries between science and other disciplines.
Module 2: Critical theory
The aims of the module are to demonstrate how critical theory may be used to critique educational discourse in relation to practice and policy. The module aims to engage candidates in some of the discussions and themes informed by critical theory. Aspects of critical theory will be used as examples of the way theory can shape and determine the research process. We will examine the argument that science education today is underpinned by a false premise of Cartesian dualism and will explore this and other historical perspectives on the aims and presuppositions of science and education about science.
Module 3: The development of professional knowledge
The aim of the module is to develop candidates’ ability to discuss the development of professional knowledge from an informed range of standpoints. A range of relevant views of the nature of knowledge will be considered, with a view to enabling candidates to make informed methodological choices in their own research work and writing as they relate to and inform professional environments. The use of these frameworks to discuss contemporary issues in STEM education and research is a recurrent theme in this module.
Module 4: Research: self and positioning
The aim of this module is to offer an opportunity to undertake critical and reflexive exploration of a chosen theme, either substantive or methodological, in order to establish and experiment with the importance of personal positioning. This involves developing greater awareness of multiple selves and perspectives and the implications for educational research. This final Level 7 module in the course occupies a pivotal position in enabling candidates to begin to consider seriously their approach to the doctoral thesis, in terms of both focus and methodology and the place of the self within this process
Module 5: Methods and methodologies
This module aims to develop students’ understanding of a range of research methodologies and methods and their philosophical underpinnings. Students will be supported in developing their understanding of the relationship between different methodologies and methods, conceptualising the relationship between the researcher, the researched and writing.
Module 6: Policy, research and truth
The principle aim of this module is to support candidate’s ability to conduct a piece of research analysing notions of truth in policy. The module aims therefore include developing candidate skills in developing a research proposal, their understanding of the nature of policy in education and philosophies of truth. Sample proposals in STEM education will be developed such as an exploration of young people’s attitudes and beliefs about the possibility of artificial consciousness and ways that STEM education does and could interact with current perspectives on ethical responsibilities concerning future technologies and human life.
Module 7: The research proposal
The aims of the module are to develop candidate’s ability to engage and reflect on the range of research methods and methodologies that can be applied and used in educational settings in relation to their proposed thesis. They will be expected to develop a research proposal and rationale in relation to the methodology and research questions (and the relationship between them) as part of the proposal. Candidates will be asked to critically examine and reflect on the philosophies, cultural and social factors that characterise the principles that underpin research methodologies and also to consider what constitutes research. Candidates will problematise relationships between the research questions, epistemology and the methodology.