Registry
Module Specifications
Archived Version 2018 - 2019
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Description In the context of the increased importance of teacher and school based research Graduate Student Teachers will design, implement and evaluate a significant piece of research. In order to do so students will critically examine theories and practices around reflective practice, self-evaluation and action research and be able to choose and defend a conceptual research approach. They will then design a research project including research philosophy, instrument development and testing, data collection and analysis, literature review, ethical design and plan for dissemination. They will conduct a piece of research in collaboration with DCU staff but most importantly the school communities in which they are based. These will include – but not be limited to- critical engagements with colleagues such as cooperating teachers and subject department members as well as school leaders and the broad student population where appropriate. | |||||||||||||||||||||||||||||||||||||
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Learning Outcomes 1. • Analyse, interpret and explain the importance attached to teacher and school based research 2. • Consult and collaborate with their school communities in identifying key research needs 3. • Collaborate with colleagues in designing a research question 4. • Place the research question within an appropriate conceptual framework 5. • Critically analyse and interpret the literature pertinent to the chosen topic 6. • Develop and pilot appropriate research instruments 7. • Collect data using appropriate research methods 8. • Carry out data analysis and elaborate defensible conclusions from the research 9. • Present their findings and arguments in a manner that shows reflective thinking to their peers both in class and in the school community 10. • Based on the work done critically evaluate the reality of conducing school based research and the potential importance of such research in quality assurance, school improvement and teacher professional development | |||||||||||||||||||||||||||||||||||||
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 Contextual analysis of changing policies in school based teacher led researchDeveloping a research question in a collaborative mode with peers and colleaguesResearch design from rationale to conclusion including literature review and the vital importance of ethical considerationsDrawing conclusions and integrating these into personal, professional and school developmentCommunicating results to the school community in an appropriate formatEvaluation of the process | |||||||||||||||||||||||||||||||||||||
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Indicative Reading List
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Other Resources 28371, Website, The Teaching Council, 2014, Teaching Council, http://www.teachingcouncil.ie/, 28372, Website, NCCA, 2014, NCCA Junior Cycle, http://www.ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Junior_Cy cle/, 28373, Website, DCU, 2014, EBSCO Education Complete Database, http://www.dcu.ie/~library/resources/databases.shtml#p, 28374, Website, Teaching Council/NCCA/ CES, 2014, Research alive conference and resources, http://ncca.ie/en/Conference/Research-Alive.html, 28375, Website, Department of Education and Skills Inspectorate, 2014, School Self Evaluation Resources, http://www.education.ie/en/, | |||||||||||||||||||||||||||||||||||||
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