Module Specifications.
Current Academic Year 2024 - 2025
All Module information is indicative, and this portal is an interim interface pending the full upgrade of Coursebuilder and subsequent integration to the new DCU Student Information System (DCU Key).
As such, this is a point in time view of data which will be refreshed periodically. Some fields/data may not yet be available pending the completion of the full Coursebuilder upgrade and integration project. We will post status updates as they become available. Thank you for your patience and understanding.
Date posted: September 2024
| |||||||||||||||||||||||||||||||||||||||||||
|
Repeat examination 4,000 word essay/dissertation set by module co-ordinator Artefact in the form of poster or infographic or video |
|||||||||||||||||||||||||||||||||||||||||||
|
Description This module aims to prepare students to critically engage with confidence in a Capstone research project. A Capstone project is focused on enhancing evidence-based practice in education. It enables students to reflect on and apply to their placement practice, the knowledge they have gained during their studies, as well as learn through dialogue with their Treoraí, how to pose, or solve work-related problems and enrich educational practice (Dempsey & Burke, 2022, p.4). The module will combine knowledge and understanding of the role of the teacher and expand it to include the teacher as researcher and self-reflective autonomous professional. The main research area will focus on how theories of learning impact on language learning, teaching and assessment in the classroom. Students will be encouraged to engage critically in this area of interest and use it as a lens to explore their classroom practice and offer potential improvements. The requirements for the Bedlan Capstone Research Project (BCRP) will be delivered in this module. This will include lectures on refining the topic and research question, the research method, preparing a literature review, reflective practice, developing the project (collecting and analysing data), presenting it as a paper and developing an artefact. The artefact, which is part of the Capstone project structure, will present the students with the experience of creatively applying, through a poster; infographic or video, their evidence based research to the school community. | |||||||||||||||||||||||||||||||||||||||||||
|
Learning Outcomes 1. To facilitate the development of a small-scale independent student-teacher led Capstone research project through the lens of how theories of learning impact the educational encounter in the language classroom and the challenges it poses (Céim, p.25). 2. To identify potential school-based opportunities that supports student teachers in engaging with and in research (Céim, p.10) drawing from their learning and experience over the course of the programme and in dialogue with the Treoraí on placement, how these might be exploited to optimize teaching and learning. 3. To develop the key concepts and principles underlying the teacher as a self-reflective autonomous researcher and to build their personal philosophy of education. 4. To list and describe elements that are fundamental to planning viable, evidence-based, ethical research projects including: a. The identification and articulation of a research problem and research questions b. The preparation for a conversation with the Treoraí about the proposed area of research c. Building the capacity to engage critically and analytically with the research literature in education and their own practice. d. Defining qualitative methodologies and instruments and their application to self-study: data collection & analysis; ethical considerations; validity and reliability. e. Reporting findings and discussion and the identification of the potential impact and limitatio 5. To facilitate the student-teacher in the creation of an artefact which communicates and applies (Céim, p.25) the central message of their research for either: a. Language teachers in the school community b. Students in the school community c. Parents/Guardians in the school community 6. To formulate how the knowledge and skills of the teacher as a self-reflective autonomous researcher may be transferred into their future practice and career (Céim, p.14). | |||||||||||||||||||||||||||||||||||||||||||
All module information is indicative and subject to change. For further information,students are advised to refer to the University's Marks and Standards and Programme Specific Regulations at: http://www.dcu.ie/registry/examinations/index.shtml |
|||||||||||||||||||||||||||||||||||||||||||
|
Indicative Content and Learning Activities
Capstone Research ProjectThis module wishes to engage the student-teacher in expanding their identity as teacher through learning how to become a researcher and reflective practitioner and to connect this learning to their site of professional practice in the classroom. Along with the module coordinator, the research will be facilitated by both a Treoraí, who will assist the student-teacher in their deliberations around their research question and how it might play out in the classroom but also by a tutor who will assist them through the process of research. The module will support and scaffold this research process and offer the knowledge, skills, understanding and values needed by a researcher as they move through a literature review, methodology, data analysis and findings, on through their discussion and conclusion. The module will also help the student-teacher draw on their theories of teaching, learning and assessment that have been built over the course of the programme. It will assist them in devising the foundational concepts for their artefact. The module will engage the student-teacher in the ethical concerns of a self-study and Capstone project and encourage them to be creative and innovative in their application of their research to the artefact. | |||||||||||||||||||||||||||||||||||||||||||
| |||||||||||||||||||||||||||||||||||||||||||
Indicative Reading List
| |||||||||||||||||||||||||||||||||||||||||||
|
Other Resources 64993, Online Lecture on Qualitative Data Analysis, Audrey Doyle, 2022, Qualitative Data Analysis, DCU, Audrey Doyle, https://youtu.be/VpKdSR51oNk, | |||||||||||||||||||||||||||||||||||||||||||