Close to Practice research: (Dissertation)
Rhedir gan School of Educational Sciences
40.000 Credyd neu 20.000 Credyd ECTS
Semester 1 a 2
Trefnydd: Mrs Hazel Jane Wordsworth
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.
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.
• 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;
• 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.
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.
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.
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.
Explain the significance of independent research, both from literature and practice-based experience, to their professional development;
Deploy a wide range of techniques of research and enquiry appropriate to the discipline;
Explain the importance of ethical research design and reporting and provide evidence of adherence to the University regulations.;
Plan and present findings in ways which demonstrate knowledge of and adherence to the conventions of high-status publications.
Analyse, synthesise and critically evaluate published research around a chosen area of enquiry;
Critically analyse and synthesise the evidence supporting conclusions including its reliability, validity and significance; and investigate contrasting information and alternative perspectives;
|CYFLWYNIAD UNIGOL||Proposal presentation||20.00|
|TRAETHAWD||Action research essay||80.00|
Strategaeth addysgu a dysgu
Drop ins and tutorial support
8 x 1.5 hour lectures
Individual study to meet the outcomes of the module
- Llythrennedd - Medrusrwydd mewn darllen ac ysgrifennu drwy amrywiaeth o gyfryngau
- Rhifedd - Medrusrwydd wrth ddefnyddio rhifau ar lefelau priodol o gywirdeb
- Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
- Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
- Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
- Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
- Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
- Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
- Ymwybyddiaeth o ddiogelwch - Bod yn ymwybodol o'ch amgylchedd a hyder o ran cadw at reoliadau iechyd a diogelwch
- Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
- Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
- Mentora - Gallu cefnogi, helpu, arwain, ysbrydoli ac/neu hyfforddi eraill
- Gofalu - Dangos consyrn am eraill; gofalu am blant, pobl ag anableddau ac/neu'r henoed
- Rheloaeth - Gallu defnyddio, cydlynu a rheoli adnoddau (dynol, ffisegol ac/neu ariannol)
- Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
- Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.
- Arweinyddiaeth - Gallu arwain a rheoli, datblygu cynlluniau gweithredu ac amcanion, cynnig arweiniad a chyfarwyddyd i eraill, ac ymdopi â'r pwysau sy'n gysylltiedig ag awdurdod o'r fath
Sgiliau pwnc penodol
- 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;
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.
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 in Practice
Cyrsiau sy’n cynnwys y modiwl hwn
Gorfodol mewn cyrsiau:
- X131: BA Primary Education year 3 (BA/PREQTS)