Run by School of Educational Sciences

40.000 Credits or 20.000 ECTS Credits

Semester 1 & 2

This module aims to develop professional attributes, knowledge, understanding and skills in using research as an approach to collaborative learning and change in practice within an educational setting. It aims to:

• Encourage intellectual curiosity;

• Attune Associate Teachers to the importance of scholarship for professional decision-making;

• Equip Associate Teachers to engage as critical readers with contemporary research on developments in the curriculum and broader issues relating to education;

• Ensure understanding of, and compliance with, the University’s regulations for research, ethics and reporting of data;

• Explain and exemplify key research methodologies, and enable Associate Teachers to make appropriate, informed choices in relation to their own research;

• Enable Associate Teachers to interpret and make informed judgements about the reliability of method and the validity of conclusions in qualitative research;

• Equip Associate Teachers to develop appropriate school-based research projects;

• Demonstrate the conventions of reporting research findings as writers.

Module Content

This module focuses on school-focused educational research and it will have both university-based and school-based learning and will be collaborative in approach. The module will be based on an enquiry-based model of learning and teaching.

Module content:

• Key issues in school or setting-focused research;

• Identifying areas of practice that would benefit from an analysis of the evidence base. How can research be used to inform practice?

• Considering which skills and behaviours to measure in an evaluation of education practice. Reflect how decisions about measurement impact practice;

• Identifying a line of enquiry to negotiate, plan, design, implement and evaluate a small scale educational research project;

• Research methods and methodologies as appropriate to the qualitative and quantitative paradigms;

• The ethics of educational research;

• Finding, reading, and critically evaluating relevant peer-reviewed, published research;

• Methods of analysis and presentation as appropriate to the qualitative and quantitative paradigms;

• Critical analysis and authorial voice within the context of academic writing;

• Critical analysis and voice within the context of popular writing, in order to share research findings with a wider audience;

• Associate Teachers will be guided to design research projects within their scope and capable of yielding results which will be of value to the Associate Teacher, the participants, the school, and a broader audience. It will also equip Associate Teachers to review and reflect on their reading critically and to present results appropriately.

The four purposes of the curriculum areas will be embedded throughout the module.

Developing children as:

• Ambitious, capable learners, ready to learn throughout their lives; Enterprising, creative contributors, ready to play a full part in life and work;

• Ethical, informed citizens of Wales and the world;

• Healthy, confident individuals, ready to lead fulfilling lives as valued members of society.

Research Methods and Methodology

Comprehensive coverage of research paradigms/ methodologies and method as appropriate to a small scale, professional enquiry.

Academic Study Skills

Development and refinement of: (embedded within module content and assignment context):

• time and task management skills;

• reading for academic purposes ;

• planning assignments;

• critical thinking, analysis and developing an argument;

• assignment structure;

• academic writing style;

• referencing;

• information literacy;

• reflective learning.

Cymraeg Pob Dydd and Curriculum Cymreig

Bilingualism and Bilingual Education (this will include Cymraeg Pob Dydd)

Potential research focus

ALN, Inclusion and Differentiation

Potential research focus

Health and Well-being

Potential research focus

**Note that all content and assessments will be explicitly linked to the new professional standards for teaching and assessment. They can be found at http://learning.gov.wales/docs/learningwales/publications/170901-professional-standards-for-teaching-and-leadership-en.pdf

How this module contributes towards the associate teachers progress against the professional teaching standards is tracked in an additional document.

threshold

All learning outcomes will have been met to a satisfactory level. Knowledge and understanding of the module content will be supported by a satisfactory range of theory, practice and research literature. Candidates will have demonstrated satisfactory evidence of critical analysis when reflecting on teaching and learning. Students will have developed their study skills to a satisfactory standard and will be able to communicate to a satisfactory standard in a professional and academic context.

good

Most learning outcomes will have been met to a good level. Excellence in some learning outcomes may balance satisfactory attainment in others. A good knowledge and understanding of the module content will be supported by a good range of theory, practice and research literature. Candidates will provide good critical analysis when reflecting on a significant range of teaching and learning styles. Students will have developed their study skills to a good standard and will be able to communicate to a good standard in a professional and academic context.

excellent

Most learning outcomes will have been met to an excellent level and all learning outcomes will be at least good. A deep knowledge and understanding of the module content will be supported by an extensive range of theory, practice and research literature. Candidates will provide excellent critical analysis when reflecting on a wide range of teaching and learning styles. Students will have developed their study skills to an excellent standard and will be able to communicate to an excellent standard in a professional and academic context.

1. Explain the significance of independent research, both from literature and practice-based experience, to their professional development;

2. Deploy a wide range of techniques of research and enquiry appropriate to the discipline;

3. Explain the importance of ethical research design and reporting and provide evidence of adherence to the University regulations.;

4. Plan and present findings in ways which demonstrate knowledge of and adherence to the conventions of high-status publications.

5. Analyse, synthesise and critically evaluate published research around a chosen area of enquiry;

6. Critically analyse and synthesise the evidence supporting conclusions including its reliability, validity and significance; and investigate contrasting information and alternative perspectives;

		Hours
Lecture	The principal methods of learning and teaching will be lectures. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development.	20
Private study	Private Study to meet the learning outcomes of the module	366
Tutorial	The principal methods of learning and teaching will be small group or individual tutorials. During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for tutorials. Sessional and tutorial support where necessary will target underperformance.	4
Workshop	The principal methods of learning and teaching will be workshop and seminars . During non-contact time, Associate Teachers will be expected to carry out reading and directed tasks in preparation for subsequent sessions. They will also be expected to engage in auditing and tracking of their subject knowledge development. Formative testing of vital areas of pure subject knowledge will also take place.	10

• Literacy - Proficiency in reading and writing through a variety of media
• Numeracy - Proficiency in using numbers at appropriate levels of accuracy
• Computer Literacy - Proficiency in using a varied range of computer software
• Self-Management - Able to work unsupervised in an efficient, punctual and structured manner. To examine the outcomes of tasks and events, and judge levels of quality and importance
• Exploring - Able to investigate, research and consider alternatives
• Information retrieval - Able to access different and multiple sources of information
• Inter-personal - Able to question, actively listen, examine given answers and interact sensitevely with others
• Critical analysis & Problem Solving - Able to deconstruct and analyse problems or complex situations. To find solutions to problems through analyses and exploration of all possibilities using appropriate methods, rescources and creativity.
• Safety-Consciousness - Having an awareness of your immediate environment, and confidence in adhering to health and safety regulations
• Presentation - Able to clearly present information and explanations to an audience. Through the written or oral mode of communication accurately and concisely.
• Teamwork - Able to constructively cooperate with others on a common task, and/or be part of a day-to-day working team
• Mentoring - Able to support, help, guide, inspire and/or coach others
• Caring - Showing concern for others; caring for children, people with disabilities and/or the elderly
• Management - Able to utilise, coordinate and control resources (human, physical and/or financial)
• Argument - Able to put forward, debate and justify an opinion or a course of action, with an individual or in a wider group setting
• Self-awareness & Reflectivity - Having an awareness of your own strengths, weaknesses, aims and objectives. Able to regularly review, evaluate and reflect upon the performance of yourself and others
• Leadership - Able to lead and manage, develop action plans and objectives, offer guidance and direction to others, and cope with the related pressures such authority can result in

• That they have effective oral and written communication skills in their college work and with pupils and professional colleagues in schools;
• That they can present and explain effectively to peer groups including school pupils;
• That they can use ITC effectively to support teaching and learning and their wider professional role.
• That they have effective numeracy skills in order to fulfil their professional role.
• That they have information and a sound understanding of the Primary Curriculum;
• That they know and understand the aims and guidelines of the National Curriculum (Key Stage 2) and The Foundation Phase Framework;
• That they understand their responsibilities under SEN Code of Practice for Wales and know how to seek advice from experts on less common forms of special educational needs.
• That they set demanding teaching and learning objectives relevant to all learners in their classes and use those teaching and learning objectives for lesson planning, and lesson follow-ups with appropriate differentiation for learners;
• That they choose and prepare resources, and plan to organise them safely and effectively, giving consideration to learners' interests, their language and cultural backgrounds, with the assistance of support staff when appropriate.
• That they take part in teaching teams, and contribute to them, according to what is appropriate to the school. That they plan, where applicable, for the deployment of an extra adult to support the learning of children and young people.
• That they make appropriate use of a range of monitoring and assessment strategies to evaluate learners' progress towards planned teaching objectives, and use that information to improve their own planning and teaching.
• That they identify more able and talented learners and provide them with support;
• That they systematically record pupils' progress and successes, in order to provide evidence of the range of their work, their progress and achievement over time. That they use this to support learners in reviewing their own progress and to illuminate planning.
• That they can teach the skills, information and understanding required or expected in relation to the curriculum for learners in the age range which they have been trained to teach and how they are relevant to the age range they were trained to teach making appropriate use of the Welsh Curriculum for learners aged 7 - 14;
• That they adapt their teaching in order to meet needs of learners, including the more able and talented, and those with special educational needs. That they can receive guidance by an experienced teacher when appropriate.
• That they can support those learning Welsh or English if that is the language in which they are being educated and is different to the language, or to the language form of their home, with the support of an experienced teacher when appropriate.
• That they give consideration to various interests, experiences and successes of every pupil they teach in order to help learners' progression.
• That they organise and manage teaching and learning time effectively.
• That they organise and manage the physical teaching environment, the equipment, materials, books and other resources safely and effectively, with the help of support staff when appropriate.
• That they can take responsibility for teaching a class or classes over a continuous and substantial period of time. That they can teach across the age range for which they were trained.
• That they can identify and respond effectively to matters relating to social inclusion and equal opportunities when they arise in the classroom, including challenging stereotypical opinions, and challenging bullying or harassment by following the policy and relevant procedures.
• That they take appropriate opportunities to teach sustainable development and global citizenship education in all relevant aspects of their teaching.
• That they can critically analyse information from research and other forms of evidence;
• That they can combine information from a number of sources in order to understand theory and practice;
• That they can critically reflect on the values and principles which are the basis of primary education, develop viewpoints, attitudes and personal practice;
• That they are reflective, with the ability in their areas of study and teaching to analyse, synthesise, apply and manage, and evaluate professional methods and practices;

Reading list

Key References

Alvesson, M., & Sköldberg, K. (2009). Reflexive methodology – new Vistas for qualitative research. (2nded.). London, United Kingdom: SAGE.

Bell, J. (2014). Doing your research project: a guide for first-time researchers in education health and social science. (6th ed.). Abingdon, United Kingdom: Routledge.

BERA. (2011). Ethical Guidelines for Educational Research. London: BERA.

Cohen,L., Manion, L., & Morrison K. (Eds.). (2011). Research methods in education. (7th ed.). Abingdon, United Kingdom: Routledge.

Crème, P., & Lea, M. (2008). Writing at university: a guide for student. (3rd ed.). Maidenhead, United Kingdom: McGraw-Hill Open University Press.

Dawson, C. (2009). Introduction to research methods: a practical guide for anyone undertaking a research project. Oxford, United Kingdom: How to Books.

Denscombe, M. (2010). The Good Research Guide: For Small-Scale Social Research Projects. (4rth ed.).Maidenhead, United Kingdom: McGraw-Hill Open University Press.

Denzin, N. K., & Lincoln, Y. S. (2011). The SAGE handbook of qualitative research. London, United Kingdom: SAGE.

Kumar, R. (2014). Research methodology: a step-by-step guide for beginners. (4th ed.). London, United Kingdom: SAGE.

Murray, N., & Hughes, G. (2008). Writing up your university assignments and research projects: a practical handbook. Maidenhead, United Kingdom: McGraw-Hill Open University Press.

Nutbrown, C., & Clough, P. (2013). Inclusion in the early years. London, United Kingdom: SAGE.

Silverman, D. (2013). Doing qualitative research. (4th ed.). London, United Kingdom: SAGE

Yin, R. (2013). Case study research: design and methods. (5th ed.). London, United Kingdom: SAGE.

Key Journals

Assessment in education: principles policy and practice

British Educational Research Journal

British Journal of Educational Psychology

British Journal of Educational Studies

British Journal of Educational Technology

British Journal of Special Education

Educational Psychology

Educational Psychology in Practice

Educational Research