Module EDUC42930: Professional Practice Enquiry 1

Department: Education

EDUC42930: Professional Practice Enquiry 1

Prerequisites

• Modules 1-6.

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To deepen teachers’ knowledge and understanding of an issue or problem relating to specialist practice
• To offer opportunities to extend knowledge by engaging with specialist support networks
• To lead participants towards formulating a research problem for investigation in Module 8

Content

• This module relates to phase 3 of the MTL programme as one of the two 30 credit modules comprising phase 3 as described in the National Framework. The overall aim of this phase is ‘to further develop and deepen specific professional attributes, knowledge, skills and understanding through enquiry and the use of evidence in areas of expertise’ (National Framework).
• This module focuses on deepening a teacher’s knowledge and experience by undertaking research relevant to practice.
• Students will be supported by coaches in identifying an area of specialist professional practice for in-depth investigation by exploration of literature and undertaking research. These will be personal to each individual – thus, general content will be restricted to provision of strategies for carrying out literature reviews, writing a literature review and preparing a small-scale research project.

Learning Outcomes

• Self-direction and originality in tackling and solving problems and the ability to act autonomously in planning and implementing tasks at a professional level (LO7)
• Engaging in collaborative learning opportunities in their specialist professional field and through planning for further professional development (LO10)

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

• There will be HEI input from tutors through lectures, seminars and workshops. Lectures will be used to launch the module and introduce the students to new material relevant to the module topic. They will provide input on strategies for carrying out literature reviews, writing a literature review and preparing a small-scale research project. The associated seminars and workshops will help students to develop self-direction and originality in tackling and solving problems which they will address in their assignment. Students will also receive one-to-one in-school support from coaches. HEI tutors will visit schools to provide extra support in the work context. Participants will also engage in directed and independent study and school-based tasks.
• Assessment is by written work of 5,000 words.
• This assignment focuses on a report on a problem / issue and reflective review of literature drawing on an aspect of teaching and learning specific to the student’s personal practice. The setting of the problem will require negotiation in schools (LO10). Students will be required to write an additional document that re-sets the problem / issue as a research study – framed by research questions and context, with an indication of potential impact of findings. It will require the ability to demonstrate self-direction and originality in tackling and solving problems, and the ability to act autonomously in planning and implementing tasks at a professional level (L07).
• Role of school-based coach in module delivery
• To aid student in identifying a specialist area for detailed study
• To discuss progress with student
• Role of HEIs in module delivery
• To provide background academic content to support the learning outcomes of the module
• To liaise with student and school-based coach to ensure progress is being maintained
• To contribute to a Consortium-organised central electronic resource bank to act as a literature base
• Assessment will be by two written tasks:-
• 1. A report on a problem/ issue drawing on an aspect of teaching and learning specific to the student’s personal practice
• 2. A critical, reflective review of literature relevant to the problem / issue
• Formative feedback will be provided on each piece during the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Feedback will be offered on a draft version of both assignments at an appropriate stage prior to submission.

■ 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