Durham University
Programme and Module Handbook

Postgraduate Programme and Module Handbook 2012-2013 (archived)

Module EDUC43230: Self Directed Study - Subject Specific Issues in School-Based Education (Int)

Department: Education

EDUC43230: Self Directed Study - Subject Specific Issues in School-Based Education (Int)

Type Tied Level 4 Credits 30 Availability Available in 2012/13 Module Cap None.
Tied to X6K214, X7K414,


  • None.


  • None.

Excluded Combination of Modules

  • None.


  • To enable PGCE students to undertake a detailed analysis of educational research specific to one of the subjects or themes covered by the module.
  • To explore different types of educational research and the various underpinning philosophical approaches.


  • The content of the self-directed study will arise from the work previously undertaken, particularly in the school experience and the teaching and learning conference, through explicit guidance aimed at making connections between university-based and professional school-based experiences.

Learning Outcomes

Subject-specific Knowledge:
  • LO1 to demonstrate a critical in-depth understanding of the educational ideas and philosophies relevant to Professional Standards as the foundation of subsequent professional development as teachers.
  • LO2 to demonstrate a critical understanding of the factors which affect teaching and learning across a range of generic educational issues of contemporary significance.
  • LO3 to demonstrate a broad understanding of a range of research methodologies and their application to education matters.
Subject-specific Skills:
  • LO4 the ability to analyse and evaluate educational research, and the ideas deriving from this research, applied in different contexts.
  • LO5 the ability to identify and solve problems in specific educational contexts;
  • LO6 the ability to identify and develop the competencies required to be an effective classroom practitioner;
Key Skills:
  • LO9 to plan, conduct and evaluate small scale academic research empirical and conceptual;
  • LO10 to reflect on a range of educational research literature and to use this in the writing of academic assignments;

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

  • Lectures around a number of specific themes, issues and approaches to small scale educational research with a specific focus on case studies. Group work activity will facilitate a more in-depth student engagement with those themes, issues and approaches, through directed readings and tutorial tasks. The format of lecture and in particular group work exercise are appropriate in enabling student to critically discuss educational research. Assessment in the form of a written assignment will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the themes and issues covered under the aims of the module.

Teaching Methods and Learning Hours

Activity Number Frequency Duration Total/Hours
Seminars 5 During teaching and learning conference 2 hour 10
Tutorials 20 e-tutorials after the teaching and learning conference, telephone tutorials after the teaching and learning conference, mentor support 1 hour 20
Preparation and Reading 170
Total 200

Summative Assessment

Component: Assignment Component Weighting: 100%
Element Length / duration Element Weighting Resit Opportunity
Assignment 5,000 words 100% same

Formative Assessment:

Preliminary summary and outline of the assignment with additional critical bibliography to indicate reading undertaken.

Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University