Postgraduate Course: Practitioner Enquiry (EDUA11350)
|School||Moray House School of Education and Sport
||College||College of Arts, Humanities and Social Sciences
|Credit level (Normal year taken)||SCQF Level 11 (Postgraduate)
||Availability||Not available to visiting students
|Summary||This Practitioner Enquiry course is designed to support and encourage the development of a critical understanding of approaches to teaching and learning, pedagogy and practice or leadership for learning. Participants will be supported to develop the necessary skills, knowledge and understanding to enable them to conduct meaningful practitioner enquiry. The course will develop skills of rigorous and critical self-evaluation, reflection and enquiry including how to investigate and evidence impact on learners and professional practice.
Practitioner Enquiry is the second of 3 courses comprising a Certificate in Leadership for Learning: Core Processes for Leadership and Learning. Participants who wish to undertake the full degree, Masters in Leadership and Learning, will normally undertake this course after they successfully complete the Self Study Enquiry course.
Course Content Outline
- Introduction to practitioner enquiry and 'inquiry-as-stance'
- Critical exploration of conceptions of learning and teaching
- Designing and conducting a meaningful enquiry including, planning for data collection and analysis in terms of fitness for purpose; analysing data;
constructing a discussion which shows, through synthesis of analyses, what has been learned; evaluating the design and what has been learned
from the enquiry to inform planning next steps a) for practice b) for further enquiry into practice.
- From knowledge creation to knowledge transfer
Entry Requirements (not applicable to Visiting Students)
||Other requirements|| None
Course Delivery Information
|Academic year 2022/23, Not available to visiting students (SS1)
|Course Start Date
|Learning and Teaching activities (Further Info)
Lecture Hours 10,
Seminar/Tutorial Hours 10,
Programme Level Learning and Teaching Hours 4,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||Total mark for the course will be a weighted average of the two assessments:
Task 1 (50 %) written assignment (2500-3000 words).
Task 2 (50 %) oral presentation with research poster (equivalent to 2000 words)
Must be passed at 50%
||Formative assessment and feed-forward will be offered on two components,prior to submission of summative assessment.
|No Exam Information
On completion of this course, the student will be able to:
- recognise the contested nature of knowledge, learning and effective pedagogies
- construct a critically informed rationale for the pedagogical/leadership approach adopted within their enquiry
- critically consider and explore ways in which the nature and extent of learning that actually occurs in their own setting, might be ascertained and evidenced
- design, conduct and evaluate a small-scale practitioner enquiry
- demonstrate the ability to capture and make public the process and learning gained from their enquiry
|CORE TEXTS: |
Cochran-Smith, M & Lytle, S. (2009) Inquiry as stance : practitioner research for the next generation. New York: Teachers College Press
Cohen,L., Manion,L. and Morrison,K. (2011) Research Methods in Education 7th edition. Oxon: Routledge.
Fox,M., Martin, P.,& Green, G. (2007) Doing Practitioner Research: http://dx.doi.org.ezproxy.is.ed.ac.uk/10.4135/9781849208994
Lawrence - Wilkes, L. & Ashmore, L. (2014). The Reflective Practitioner in Professional Education. Basingstoke: Palgrave Macmillan: http://www.palgraveconnect.com/pc/doifinder/10.1057/9781137399595.0001
|Graduate Attributes and Skills
||This course will support participants to develop their capabilities to:
- demonstrate critically informed knowledge and understanding of a range of pedagogical and /or leadership approaches
- justify and systematically evaluate pedagogical/leadership approach(es) adopted
- provide, analyse and present evidence collected, to demonstrate the ways in which the nature and extent of impact achieved on learners and/or learning has been ascertained
-be able to identify processes and strategies for learning
- make effective use of oral, written and visual means to critique, negotiate, create and communicate understanding
-be able to create and harness available opportunities
- be responsive to their changing surroundings, being both flexible and proactive
|Keywords||practitioner enquiry; inquiry-as-stance; knowledge creation; leading learning
|Course organiser||Dr Shereen Benjamin
Tel: (0131 6)51 6147
|Course secretary||Mrs Lesley Spencer
Tel: (0131 6)51 6373