Latest Module Specifications
Current Academic Year 2025 - 2026
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Description This module requires students to engage in a sustained, deep-level exploration of educational research directly relevant to their own teaching practice. Designed to fulfil the Teaching Council's Céim requirement, this module requires students to connect their university studies with their school placement experiences through an Extended Research Project. Operating through the methodological framework of practitioner inquiry, students will move beyond the basic application of research to critically deconstruct their own professional identity. By engaging in an "inward-facing" self-study, students will document not only the outcomes of their interventions but the productive struggles and methodological realities of researching live practice. Synthesising prior learning and their professional development, students will conduct this extended inquiry during their final professional placement. This comprehensive process equips students with the skills, methodological understanding, and professional agency necessary to continue career-long practitioner inquiry. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. Develop and justify a viable inquiry question/wondering that is informed by research, critical analysis of personal development and previous programme learning, and the needs of pupils from their professional placement context. 2. Critically synthesise relevant educational literature and theoretical frameworks, translating this research-informed knowledge into targeted, evidence-based pedagogical interventions. 3. Design and critically evaluate an appropriate research plan that effectively addresses a well-considered research question. This plan should demonstrate an advanced understanding of ethical research, data collection, data analysis, and critical reflection. 4. Synthesise evidence-informed conclusions and recommendations from their extended research studies which enhance their professional practice. 5. Critically evaluate and identify learnings from professional engagements with relevant peers, HEI staff, placement treoraí, and education stakeholders at various stages of the research process. 6. Demonstrate leadership and collegiality by sharing, promoting, developing, and supporting professional practice during the research process. 7. Present, share, and defend learnings from research projects, demonstrating a comprehensive understanding of the research process, relevant professional knowledge, and articulating a clear "Inquiry as Stance" identity that will inform future practice. 8. Critically deconstruct their evolving professional identity and teacher agency by evaluating the methodological realities, "productive struggles," and inward-facing pivots experienced during the extended inquiry process. | ||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||||
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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:
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