Postgraduate Course: Final Project: Chartered Teachers as Knowledge Creators (EDUA11225)
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 | Available to all students |
| SCQF Credits | 60 |
ECTS Credits | 30 |
| Summary | In the final stage of the Master of Teaching programme candidates will undertake a 60 SCQF credit course equivalent work-based project.
The purpose of the final project is threefold:
¿ to provide an opportunity for the critical evaluation and development of extended professional action;
¿ within a coherently planned work based project, to enable integration of and critical reflection on professional values, professional knowledge and understanding and related professional actions;
¿ to support the development of practitioner enquiry-as-stance, promoting teachers as knowledge creators
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| Course description |
This final 60 credit course in the MTeach programme offers the opportunity for independent study that is supported through academic supervision.
Participants will be provided with support in the form of academic supervision. Participants will normally be offered up to 16 hours support, which will include individual consultations with supervisor.
Participants will also have the opportunity to meet as a cohort over 4 x 2 hour sessions to share progress. These sessions will be planned in cooperation with, and conducted by, the participants.
Participants may also receive support from a mentor in the workplace, as appropriate.
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Entry Requirements (not applicable to Visiting Students)
| Pre-requisites |
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Co-requisites | |
| Prohibited Combinations | |
Other requirements | None |
Information for Visiting Students
| Pre-requisites | None |
| High Demand Course? |
Yes |
Course Delivery Information
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| Academic year 2019/20, Available to all students (SV1)
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Quota: None |
| Course Start |
Full Year |
Timetable |
Timetable |
| Learning and Teaching activities (Further Info) |
Total Hours:
600
(
Seminar/Tutorial Hours 30,
Dissertation/Project Supervision Hours 4,
Formative Assessment Hours 4,
Summative Assessment Hours 4,
Programme Level Learning and Teaching Hours 12,
Directed Learning and Independent Learning Hours
546 )
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| Assessment (Further Info) |
Written Exam
0 %,
Coursework
100 %,
Practical Exam
0 %
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| Additional Information (Assessment) |
The assessment relates to the project undertaken within this unit
A 15000 word report will be submitted, outlining the rationale for the project, its theoretical underpinnings, its planning, implementation, evaluation, final outcomes and reflections on the project and the process of professional development during the project.
Participants are also required to submit to the GTCS a reflective summary report of 1000 - 1500 words, that demonstrates critical reflection on the professional development gained through CT study. This needs to be explicitly linked to all aspects of the CT standard. The supervisor will offer formative assessment on the summary report. This does not form part of the formal assessment of the Final Project. |
| Feedback |
Detailed feedforward will be offered on a full draft Research Proposal. The timing of this will be agreed between participant and supervisor. |
| No Exam Information |
Learning Outcomes
On completion of this course, the student will be able to:
- 1. design, conduct and evaluate a small scale research project, providing a critically informed rationale for actions taken
- 2. demonstrate a critical understanding of principal theories, principles and concepts, making meaningful linkage to their professional practice
- 3. demonstrate that the professional actions undertaken are consistent with the intention of enhancing pupils learning experiences and/or the ethos of the school/educational setting
- 4. demonstrate leadership and/or initiative and make an identifiable contribution to change and development and/or new thinking.
- mmunicate the research conducted, both process and outcome, to a wider educational audience
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Reading List
Indicative Bibliography
Baumfield, V., Hall., and Wall, K. (2007) Action Research in the Classroom London:Sage
Burton, D. and Bartlett, S. (2005) Practitioner Research for Teachers. London Paul:Chapman
Clough, P. and Nutbrown, C. (2012) ¿A Student¿s Guide to Methodology¿ London: Sage
Cochran-Smith, M. & Lytle, S., 2009. Inquiry as stance. New York: Teachers College Press.
Cohen,L., Manion,L. and Morrison,K. (2008) Research Methods in Education 6th edition. London: Routledge Falmer
Drever, E. (1995) ¿Using Semi-Structured Interviews in Small-Scale Research¿ Edinburgh: SCRE
Fichtman Dana, N. Yendol-Hoppey, D. (2008) (2nd edition) The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry. London: Corwin Press
Gibbs, G. (2008) Analysing Qualitative Data London:Sage
Gunter,H. (2005) ¿Leading Teachers¿ London: Continuum
Guskey, T. (2003) Evaluating Professional Development London:Corwin Press
Koshy, V. (2005) Action Research for Improving Practice: A Practical Guide London:Paul Chapman
Kvale, S. (2007) Doing Interviews London: Sage
McNiff, J.(2005) Action Research for Teachers: A Practical Guide London:David Fulton
Macfarlane, B., (2009) Researching with integrity. Oxon: Routledge.
Moon, J. (2006) Learning Journals ( 2nd Edition) London:Routledge
Ridley, D., (2012) The Literature Review: A Step-by-Step Guide for Students. London:Sage
Sachs, J. (2003) An Activist Teaching Profession Buckingham:OUP
Simpson, M. and Tuson, J. 1995. Using Observation in Small-Scale Research: A
Beginner¿s Guide. Edinburgh: SCRE.
Thompson, P. (ed) (2007) Doing Visual Research with Children and Young People London:Routledge
Wallace, M. and Wray, A., (2011) 2nd ed. Critical Reading and Writing for Postgraduates. London:Sage
Zeni, J. (2001) Ethical Issues in Practitioner Research New York: Teachers College Press
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Additional Information
| Course URL |
http://www.education.ed.ac.uk/cpd/ct/index.html |
| Graduate Attributes and Skills |
- Research and Enquiry
through designing, conducting and evaluating a research project.
- Personal and Intellectual Autonomy through critical consideration of the professional, political and personal influences on own professional knowledge, understanding and practice as integral to the research focus
- Communication
through production of a research report and, where appropriate, a poster presentation to peers.
- Personal Effectiveness
critically informed reflection on own values-in-action
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| Keywords | Not entered |
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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