Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module aims to develop student awareness, confidence, and competence to engage in education research regarding their practice. Students will be introduced to self-study research through the methodological framework of practitioner inquiry. The purpose of this approach is to develop students’ inquiry stance and to empower them to make evidence informed professional judgements and transformations in their practice. This module will support students to critically reflect on their prior learning from the first 3 years of their programme and their professional development as documented in their Taisce. The Education Research Project (ERP) will take place while students are on their final professional placement. This will facilitate engagement with authentic practitioner inquiry which will provide students a lived experience of the connections between theory and practice and an exemplification of the connection between their HEI studies and professional practice. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Develop a viable inquiry question / wondering that is informed by research, critical analysis of personal development and previous programme learning and the needs of pupil from their professional placement context. 2. Design an appropriate research plan that effectively addresses a well considered research question. This plan should demonstrate and understanding of ethical research, data collection, data analysis and critical reflection 3. Demonstrate an ability to make evidence-informed conclusions and recommendations from their research studies which enhance their professional practice 4. Reflect and identify learnings from professional engagements with relevant peers, HEI staff, placement treoraí and education stakeholders at various stages of the research process 5. Demonstrate collegiality by sharing, promoting, developing and supporting professional practice during the research process 6. Present and share learnings from research projects that demonstrates an understanding of research process, relevant professional knowledge, the importance of research in professional practice an informs future practice | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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 |
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Indicative Content and Learning Activities
Self-Study and Classroom Research Exploration of self-study and relevant methodological approaches with an emphasis on practitioner inquiry; Awareness and understanding of the importance of self-study research for professional learning; Understanding of the connection between programme learning and practice based research; using self-study to reify learning from professional and foundation studies Developing a Research Question and Plan Critical reflections on professional learning; identification and analysis of relevant literature to support research; importance of collaboration in development of research study; importance of understanding research context; Ethical considerations for classroom research; Data Gathering and Analysis in Self-study research Understanding pros and cons of different research methods (quantitative and qualitative) for classroom research; Identification of appropriate data for self-study research; literature as a form of data; data analysis approaches for self-study research; Stakeholder collaboration in self-study research Identification and examination of the roles of relevant stakeholders in self-study research; exploration of the importance of collaboration with relevant stakeholders at each stage of self-study research; learning how to share and make self-study research e.g. noting why it's important, selecting what to share, providing contextual information, sharing inquiry design, data collection, data analysis, providing concluding reflections etc. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Indicative Reading List Books:
Articles: None | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
Other Resources
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