| Unit name | Educational and Professional Studies School Investigation |
|---|---|
| Unit code | EDUC30034 |
| Credit points | 0 |
| Level of study | H/6 |
| Teaching block(s) |
Academic Year (weeks 1 - 52) |
| Unit director | Ms. Bailey |
| Open unit status | Not open |
| Pre-requisites |
none |
| Co-requisites |
none |
| School/department | School of Education |
| Faculty | Faculty of Social Sciences and Law |
Description:
This unit allows student teachers to use their practical experience in schools to research a particular professional issue of their own choice. Student teachers are assessed and receive feedback on their progress in teaching at four points during the PGCE programme. This unit is designed to enable them to develop and reflect on an issue which has arisen from that feedback. The assessment of teaching is based on the 8 Teachers’ Standards (https://www.gov.uk/government/publications/teachers-standards) and student teachers should have a range of experiences whilst in school which enable them to meet the Teachers’ Standards. They will select an issue to research which will help them meet the Teacher’s Standards successfully. This unit promotes evidence and research-based practice to achieve this. It provides opportunities for working with other professionals in school and in other subject areas
Aims:
This unit aims to enhance student teachers’ progress in practical teaching by setting it in the context of whole school issues. It aims to provide student teachers with opportunities to reflect on their own teaching through research in school, as well as in dialogue with relevant professionals. They will engage with a range of appropriate literature in order to analyse their findings and to gain a deeper understanding of their chosen educational issue. The unit aims to help student teachers demonstrate progress in their practical teaching and gain further evidence for meeting the Teachers’ Standards.
Student teachers will be able to:
Students will attend a programme of lectures and seminars spread across the year. While university-based there will be a formal programme of lectures and while school-based they will take part, weekly, in small seminars led by a member of staff. They will carry out a series of formative tasks which will lead to them making a choice of a topic for formal assessment.
Student teachers will draw on their reading and research in school in order to critically evaluate the effectiveness of a particular issue in their own teaching and in the wider school context. They will produce the equivalent of a 1500-word assignment which will consist of a variety of components, including a literature review, an investigation of key educational issues and a reflective summative evaluation of their own development in light of their findings. ILOs 1-7
As the nature of the assignment is based on student teachers selecting their own focus, in consultation with university and school-based professionals, it is not possible to draw up a definitive list of references.
Student teachers will engage with professional literature, including text books and subject specific pedagogical materials, and policy documents, as well as journals and book chapters specific to their focus. Other texts will be recommended depending on the chosen focus and negotiated with the tutor.
Bolton, G. (2010) Reflective Practice. London: Sage
Cohen, L., Manion, L. & Morrison, K. (2007) Research Methods in Education (6th Edition).
London: RoutledgeFalmer
Hopkins, D. (2002) A Teacher’s Guide to Action Research (3rd Edition) Buckingham: Open University Press.
Petty, G. (2009) Evidence Based Teaching: a Practical Approach. (2nd Edition) Cheltenham: NelsonThornes.
Punch, K (2009) Introduction to Research Methods in Education: London: Sage
Somekh, B. (2006) Action Research: a Methodology for Change and Development. London: Sage.
Wragg, E.C. (1999) An Introduction to Classroom Observation. (2nd Edition) London: Routledge.
