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MODULE SPECIFICATION

Code: UTLGP3-30-M Title: Developing Specialist Interests Version: 1

Level: M UWE credit rating: 30 ECTS credit rating: 15

Module type: Standard

Owning Faculty: Social Sciences and Humanities Field: SEaLL

Faculty Committee Approval: QSC Date: Chair’s Action 2/9/09, ratified 28/10/09

Approved for Delivery by: UWE

Valid from: January 2010 Discontinued from:

Contributes towards:

Masters in Teaching and Learning

Pre-requisites: Phase 1 compulsory modules:

UTLGNT-30-M: Developing Enquiry Skills

UTLGNU-10-M: Researching Impact

Phase 2 compulsory modules:

UTLGNV-20-M: Dynamics of Teaching and Learning

    UTLGNW-20-M: Applying Wider Professional Knowledge and Skills

    UTLGNX-20-M: Understanding Diversity in Learners

    UTLGNY-20-M: Exploring Issues of Leadership and Management

Co-requisites: NA

Entry requirements: Students must be practising teachers in mainstream schools and have Qualified Teacher Status (QTS).

Excluded combinations: NA

Learning outcomes:

On completion of this module successful participants will have:

    • comprehensive knowledge of their chosen subject specialism (A);

    • critically analysed and evaluated the provision of their chosen subject within their workplace context (A);

    • an understanding of how their specialist field results in impact on children’s and young people’s learning and the learning of other professionals (A);

    • developed the capacity to identify misconceptions and misunderstandings within their chosen subject area (A);

    • examined recent research and literature on their specialist subject(B);

    • developed skills in research and enquiry, use established methods of data collection, justifying plans and methods on technical grounds, within the workplace setting (B);

    • articulated their understanding of ethical issues in relation to the educational research process as they apply to their own professional concerns and those of their respondents (B);

    • taken a critical view of how educational research serves professional policy and practice including an understanding of different claims to validity and the appropriate appeal to evidence (B);

    • designed an educational research based study or enquiry with appropriate attention to methodological rigour (B);

    • begin to situate their own educational research interests within an appropriate body of literature and theoretical framework (B);

    • be able to articulate the relationship between educational research and professional practice and to argue the professional relevance of their proposal (B);

    • engage confidently in academic and professional communications with others, reporting on action clearly, autonomously & competently including the capacity to communicate processes & outcomes of their learning (not formally assessed).

Syllabus outline:

This module is designed to provide personalised learning opportunities, in a specialist field, that draws on leading edge expertise both within and beyond the MTL Provider, enabling the teacher to develop as a specialist.

Opportunities for development will be brokered in consultation with the HEI tutor and M Coach.

This module will also enable the student to plan for an action enquiry relating to their subject specialism that will demonstrate how educational research supports professional enquiry and development.

Topics covered:

    • conducting interviews;

    • systematic observation;

    • using questionnaires and surveys;

    • issues concerning the use of quantitative methods;

    • processes of analysis and presentation of argument;

    • ethical issues and concerns around access;

    • developing a theoretical framework and using literature.

In addition, advice and guidance on designing a research proposal .

Priority areas for development will relate to the particular strengths and weaknesses of the individual as identified through the self-audit and will emanate from discussions with the M Coach and HEI tutor.

Teaching and Learning Methods:

A mixture of tutor presentations and group discussion, with guided study tasks and structured discussion activity drawing upon set reading and participants experience, needs and contexts.

Reading Strategy

All students will be encouraged to make full use of the print and electronic resources available to them through membership of the University. These include a range of electronic journals and a wide variety of resources available through web sites and information gateways. The University Library’s web pages provide access to subject relevant resources and services, and to the library catalogue. Many resources can be accessed remotely. Students will be presented with opportunities within the curriculum to develop their information retrieval and evaluation skills in order to identify such resources effectively.

Any essential reading will be indicated clearly, along with the method for accessing it, e.g. students may be expected to purchase a set text, be given or sold a print study pack or be referred to texts that are available electronically, etc. This guidance will be available either in the module handbook, via the module information on UWEonline or through any other vehicle deemed appropriate by the module/programme leaders.

If further reading is expected, this will be indicated clearly. If specific texts are listed, a clear indication will be given regarding how to access them and, if appropriate, students will be given guidance on how to identify relevant sources for themselves, e.g. through use of bibliographical databases.

Indicative Reading List:

(The following texts are indicative of reading to support students through Phase 2 of the MTL).

BRIDGES, D. AND MCNAMEE (eds.) (2002) Ethics and Educational Research, London: Blackwell.

CAMPBELL, A., McNAMARA, O., GILROY, P. (2004) Professional Research and Professional Development in Education London: Paul Chapman Publishing.

CRESSWALL, J. (2009) Research Design London: SAGE Publications.

HOPKINS, D. (2003) A Teacher’s Guide to Classroom Research Maidenhead: OU Press.

KOSHY, V. (2005) Action Research for Improving Practice London: Paul Chapman Publishing.

LICHTMAN, M. (2009) Qualitative Research in Education London: SAGE Publications.

MCNIFF, J., WHITEHEAD, J. & LOMAX, P. (2003) You and Your Action Research Project, London: Routledge.

O’LEARY, Z. (2004) The Essential Guide to Doing Research London: SAGE Publications.

OPIE, C. (2004) (ed.) Doing Educational Research London: SAGE Publications.

PUNCH, K. (2009) Research Methods in Education London: SAGE Publications.

RADNOR, H. (2002) Researching your Professional Practice: Doing Interpretive Research Buckingham: OU Press.

RITCHIE, R. (1995) Constructive Action Research - a perspective on the process of learning Educational Action Research 3 (3) pp 305 – 322

Assessment

First Assessment Opportunity

Weighting between components A and B (standard modules only) A 25% B 75%

Component A

Element 1

An A3 poster in which the student demonstrates the impact of their knowledge and understanding gained from developing a specialist interest and how it relates to their own professional practice (equivalent 1000 words).

Assessment criteria for Element 1

    A. (Core) The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

    F.(Theory and Practice) The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, critically evaluating professional development needs and/or outcomes.

Element 2

An annotated bibliography of 5 literature/research sources relating to the student’s specialist subject area (1000 words).

Assessment criteria for Element 2

    A. (Core) The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

    B. (Literature) The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

Component B

A research proposal relating to an aspect of the students chosen specialist subject area (3000 words).

Assessment Criteria for Component B:

    A. (Core) The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

    B. (Literature) The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

    C. (Research) The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological issues around the research process and critically analysing and evaluating research outcomes.

    D. (Ethics) The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

Second Assessment Opportunity (further attendance at taught classes is not required)

Component A

Element 1

An A3 poster in which the student demonstrates the impact of their knowledge and understanding gained from developing a specialist interest and how it relates to their own professional practice (equivalent 1000 words).

Assessment criteria for Element 1

    A. (Core) The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

    F.(Theory and Practice) The assignment demonstrates that the student can explore the relationship between theory and practice in the workplace, and use reflection to develop personal theory and refine professional practice, critically evaluating professional development needs and/or outcomes.

Element 2

An annotated bibliography of 5 literature/research sources relating to the student’s specialist subject area (1000 words).

Assessment criteria for Element 2

    A. (Core) The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

    B. (Literature) The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

Component B

A research proposal relating to an aspect of the students chosen specialist subject area (3000 words).

Assessment Criteria for Component B:

    A. (Core) The assignment demonstrates that the student can use and organise coherently relevant ideas, perspectives or theories to interpret and/or explore issues under study and in addition can critically analyse and/or evaluate those ideas, perspectives or theories showing the ability to synthesise and/or transform ideas in the process of developing an argument.

    B. Literature) The assignment demonstrates that the student can reference an extensive range of relevant literature and utilise it in the development of analysis and discussion of ideas, including critical engagement with that literature.

    C. (Research) The assignment demonstrates that the student can plan for and execute a small scale enquiry in a systematic and reflexive manner, identifying and explaining methodological issues around the research process and critically analysing and evaluating research outcomes.

    D. (Ethics) The assignment demonstrates that the student has an awareness of ethical issues arising in or associated with the area of study, showing sensitive engagement with an appropriate ethical framework for interpretation of ideas or for practice. In addition, there is exploration of some of the problematics arising in relation to ethical dilemmas or decisions.

Specification confirmed by …………………………………Date ……………………………

(Associate Dean/Programme Director)

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