Module EDUC48620: Subject Pedagogy in Practice: The Research-Informed Practitioner

Department: Education

EDUC48620: Subject Pedagogy in Practice: The Research-Informed Practitioner

Prerequisites

• None

Corequisites

• None

Excluded Combination of Modules

• None

Aims

• To deepen knowledge and understanding of an educational theme and subject, in the context of an international education setting;
• To consider an issue of professional interest by critically reflecting upon appropriate research methods;
• To undertake and evaluate a small-scale educational research project related to an educational theme and subject.

Content

• This module enables students to acquire the skills to undertake a small-scale empirical project related to an issue of interest, in the context of a subject taught in an international education setting. They will select and apply an appropriate research method to explore their educational theme in practice in their classroom. Synthesis of evidence from theory, research and practice will deepen their knowledge and understanding of their chosen theme related to the subject. The module provides opportunities to consider the usefulness of the research to the research field, by reflecting on implications for future practice. It also enables the student to evaluate the value of their development as a research-informed practitioner.

Learning Outcomes

• SSK1 a critical understanding of the educational ideas and philosophies in education;
• SSK2 a critical understanding of the factors which affect teaching and learning in the contemporary classroom;
• SSK3 a broad understanding of a range of research methodologies and their application to education contexts.

• SSS1 the ability to analyse and evaluate educational research, and the ideas deriving from this research, applied in different contexts;
• SSS2 the ability to identify and solve problems in specific educational contexts.

• KS1 reflect on educational research literature and to use this in the writing of academic assignments.
• KS2 use academic study skills appropriate to Masters’ Level study: including, for example: searching, synthesising, summarising and critiquing literatures; organising and planning an academic argument; formulating, analysing and solving problems; learning independently;
• KS3 to plan, conduct and evaluate small-scale academic research.

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

• The module is delivered via online learning, divided up into study weeks with specially produced online resources. Resources vary according to the learning outcomes but normally include the following online materials: interactive learning content, video content, directed reading, critically reflective activities usually with opportunities for peer feedback, and guidance for further independent study and self-reflection.
• Teaching is comprised of the following:
•  Online Lecture - Introduction to the module and resources (asynchronous and synchronous blend).
•  Online Seminars - Asynchronous interactive learning content to introduce and present key educational themes.
•  Online Practicals - Asynchronous Interactive tasks to explore key educational themes in depth related to the learning content – including peer interaction and tutor feedback.
•  Online Workshops - Asynchronous interactive learning content to develop critical thinking skills and develop academic writing skills linked to the subject themes and the assessments – including peer interaction and tutor feedback.
•  Online Tutorials - Synchronous, in small groups, to allow academic skills and the assignment to be discussed.
•  Preparation and Reading - Online video content, directed reading, critically reflective activities, tutor-facilitated peer discussion, and guidance for further independent study and self-reflection.
• Learning will be developed through reading, reflections on related theories and professional practice, the creation of a small-scale research study and academic writing, supported by tutors and peers.
• The formative assessment serves to encourage students to study regularly and to monitor their learning progress. Tutors provide feedback on formative work and are available for individual consultation as necessary (usually by email and video meetings (e.g. Teams)).
• The summative assessment will provide the opportunity for students to present the extent to which they have understood and are able to engage critically with the learning outcomes, themes and issues covered under the aims of the module. All summative assessment elements must be completed and passed for successful completion of the module.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Preliminary summary and outline of small-scale research study and the ethics consideration, with additional critical reference list to indicate reading undertaken.

■ Students who do not attend monitored activities shown under Teaching Methods and Learning Hours, or who fail to complete the summative or formative assessment(s) specified above, may be subject to the Academic Progress procedures defined in the University's General Regulation V, and may be required to leave the University.