This course is an introduction to fundamental concepts in educational research, and the ways in which an inquiry-oriented stance can develop and support teaching practice. Students will engage with cases that enable them to analyse fundamental assumptions about and criticisms of different kinds of research in education. In particular, students will explore key debates about the philosophy, theory and conduct of research in school contexts and implications for their practice. This approach will enable students to critically explore contextualised examples of design decision-making, issues of ethical conduct and the building of productive research practices in and beyond their classrooms. Through investigating the interplay of research, policy and practice, the course prepares students to embed inquiry into all aspects of teaching and learning.
The course aims to support students to work toward the following complex understandings:
¿ That taking a reflexive, inquiring stance on educational practice requires teachers to engage both with and in educational research.
¿ That teacher inquiry can be a significant source of professional development and renewal for teachers.
¿ That good practitioner inquiry is critical, participatory and collaborative, and helps to build generative relationships within and beyond the classroom.
Availability2018 Course Timetables
- Semester 2 - 2018
On successful completion of the course students will be able to:
1. understanding of competing traditions in educational research and the implications for ethical construction of knowledge and appropriate criteria for validity.
2. understanding of the key features, purposes and limitations of major research methods in Education and specifically schooling.
3. understanding of the ways that classroom-based inquiry can support and underpin generative curriculum, assessment and pedagogical practices
4. capacity to critically evaluate the interplay between research, policy and practice
This course introduces students to:
- The major philosophical and methodological traditions in educational research.
- The notion of "inquiry as stance", its rationale and links to critical, participatory action research.
- The links between research, practice and policy in education.
- The ways in which teachers can and should read research.
- The key components of good practitioner inquiry/teacher research.
- Planning and implementing good practitioner research.
- Collecting and interpreting evidence.
- Sharing and disseminating research findings, to the "village" and the "world".
Literature Review: Literature Review
Proposal / Plan: Research Proposal and Presentation
Integrated Learning Session
Face to Face On Campus 36 hour(s) per Term Full Term
Integrated Learning may be offered face-to-face, on-line, or a combination of both and may include scheduled periods of self-directed learning.