Postgraduate Course: Self Study Enquiry (EDUA11351)
Course Outline
| School | Moray House School of Education |
College | College of Humanities and Social Science |
| Credit level (Normal year taken) | SCQF Level 11 (Postgraduate) |
Availability | Not available to visiting students |
| SCQF Credits | 20 |
ECTS Credits | 10 |
| Summary | The focus for this Self Study Enquiry course is on the teacher/ leader, and his/her conceptions of, and practices in, learning and teaching/leadership for learning. As both process and product of participation in the course, participants will design and conduct a self-study enquiry. |
| Course description |
The course is structured to enable participants to gain and articulate a considered account of their own learning processes, practices and trajectories. Participants will be supported to examine their own values, beliefs, understandings and practices and to consider the ways in which these may be influenced by personal, professional and political factors. Situated within participants¿ own practice, the purposes, principles, processes and practices of systematic self-study enquiry will be considered and explored. Research understandings and skills will be developed (coherent research design; selecting and employing methods of data creation; data analysis). Participants will also be introduced to critical discourse analysis.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Course Delivery Information
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| Academic year 2017/18, Not available to visiting students (SS1)
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Quota: None |
| Course Start |
Flexible |
| Course Start Date |
07/08/2017 |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
200
(
Lecture Hours 20,
Seminar/Tutorial Hours 40,
Summative Assessment Hours 40,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
96 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
Total mark for the course will be a weighted average of the two summative assessments: «br /»
Coursework written assignment 50%«br /»
Coursework oral presentation with supporting documentation 50% «br /»
«br /»
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| Feedback |
Formative assessment and feedforward will be offered on two components, prior to submission of summative assessment |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- articulate conceptions of and approaches to learning, teaching and assessment and/or leadership for learning, in relation to one aspect of their practice
- design and conduct a self-study enquiry through which current theoretical, policy and research perspectives are examined in relation to the realities of practice
- analyse key strengths and limitations of differing representations of learning, teaching and assessment or differing representations of leadership for learning
- critically reflect upon and articulate personal and professional values, knowledge and actions identifying the potential and/or actual impact of these on practice
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Reading List
CORE TEXTS
Feldman, A. (2003) Validity and Quality in Self-Study Educational Researcher, 32, 3: 26-28.
Machi, L and McEvoy, B.T. (2009) The Literature Review Six Steps to Success.. Thousand Oaks CA: Corwin Press.
Samaras, A. P. (2011). Self-study Teacher Research. Thousand Oaks CA: Sage.
Tidwell, D. L., Heston, M. L., & Fitzgerald, L. M. (2009) Research methods for the self-study of practice [electronic resource]. Dordrecht: Springer.
Wallace, M. and Wray, A. (2011) Critical Reading and Writing for Postgraduates. London: Sage
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Additional Information
| Graduate Attributes and Skills |
This course will support participants to develop their capabilities to:
- be able to critically assess existing claims to knowledge and recognise the need to regularly challenge all knowledge
- be able to demonstrate a critical awareness of theory, policy and practice developments in education and research that currently influence leadership, pedagogy and curriculum
- be independent learners who take responsibility for their own learning and who demonstrate commitment to continuous reflection, self evaluation and self improvement
- use effective communication to articulate their values, knowledge, understanding and skills and consider the ways in which these influence their practice
- have the confidence to make decisions based on their understandings and personal and intellectual autonomy |
| Keywords | core processes for leadership and learning; self-study enquiry; work based learning; theory in prac |
Contacts
| Course organiser | Dr Gillian Robinson
Tel: (0131 6)51 6426
Email: |
Course secretary | Mrs Lesley Spencer
Tel: (0131 6)51 6373
Email: |
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