module specification

This module permits some negotiated study in an area of the participant’s (or identified group’s) choice, and is an opportunity for it to be largely self-directed.  The focus of the module is negotiated between module tutor and participant(s).  It may be used as an opportunity to carry out an action research project and further develop expertise in the participant’s own subject discipline or teaching context, which the participant(s) would like to investigate in more depth. It can be used for early career teachers to further enhance their teaching practice.
This action research project can be done on three levels: 1) individual teacher research 2) collaborative action research and 3) school wide action research.  It is therefore suitable for individual teachers or a group of teachers from the same institution working collaboratively in teaching teams or across a school.

Module Aims
Whilst many learning and teaching issues are common across teaching at primary or secondary, particular issues may be pertinent to individuals or groups of individuals.  This module permits some negotiated study in an area of the participant’s (or identified group’s) choice, and is an opportunity for it to be largely self-directed. 

Achievement of this module demonstrates that the learner has the equivalent conceptual understanding and, where appropriate, practical expertise, in the negotiated field, as would be required in any other module. In doing so, an appropriate negotiated study module like this would normally contain:

· an identification of the project;
· a literature review of the topic in question;
· critical discussion of the topic within a specific context;
· evaluation of the outcomes of the project and implications for future practice.

Currently working as QTS in an educational setting

This is principally negotiated between the tutor and the participant.  However, the module will include an introduction which addresses:

· Negotiating and agreeing a suitable focus

· Understanding the tutor support available

The use of the learning agreement to monitor progress LO1-7

Participants will study independently, under the guidance of a designated module tutor or tutors, and with the support of regular tutorials, offering opportunities for reflective learning.  A learning agreement will be negotiated and will form the basis of the support and assessment processes.

These are negotiated between the tutor and the participant and are stipulated in the learning contract. 

Indicative learning outcomes may include any of those listed below.

1 Demonstrate current knowledge and understanding of the focus of the study and in relation to their own academic discipline.

2 Integrate current knowledge of educational issues and developments relating to teaching in the area under study.

3 Critically evaluate knowledge and understanding of ways of organising teaching and learning in the subject, for example: structuring of information, selection of tasks, relating to current practice in industry and commerce, where appropriate.

4 Incorporate appropriate research practice within an agreed academic discipline or focus of enquiry.

5 Critically engage with teaching/learning that is informed by recent research, whether the candidate’s own or that of others.

6 Demonstrate the ability to propose, plan and, where appropriate, implement and evaluate a development particularly relevant to own academic discipline.

7 Identify clear and justified targets and strategies for current or possible future research activity or enquiry.

Owing to the range of academic disciplines and their different working patterns, it is not feasible to suggest a single project that would be universally appropriate.  A choice might be made from the following:

· Development of a new programme of study or module to meet an identified need

· Investigating and developing links with industry and commerce

· Investigating and developing links with other academic disciplines

· Individualising the curriculum

· Investigating an issue such as: problem-based learning, the use of C&IT in learning, workplace learning, supported self-study, the development of study skills,       considering the implications for own academic discipline

· Evaluating an aspect of existing curriculum delivery

Formative feedback is provided on the draft learning agreement, and summative feedback on the final report or paper.

General
Grigg, R. (2014) Becoming an Outstanding Primary School Teacher. Routledge
Secondary
Dillon, J. and Maguire, M. (eds) (2007) Becoming a Teacher: Issues in Secondary Teaching 3rd edition, Maidenhead: Open University Press
Ball, S. (2013) The Education Debate, 2nd Edition, Bristol: Policy Press
Bell, J. (2005) Doing your research project: a guide for first-time researchers in education and social science (4th edition), Buckingham: Open University Press
Chitty, C. (2004) Education policy in Britain, Basingstoke: Palgrave Macmillan
Cohen, Manion, and Morrison (2007) Research methods in education (6th edition London) New York : Routledge Falmer, 2007 (also available from University library as an e-book)
Cole, Mike (Ed) (2006) Education, Equality and Human Rights: Issues of gender, ‘race’, sexuality, disability and social class 2nd edition, London: Routledge
Conteh Jean (2012) Teaching bilingual and EAL learners in primary schools: Transforming Primary QTS, London: Sage.
Denzin, N.K. Yvonna S. Lincoln (Eds) (2005) The Sage handbook of qualitative research (3rd edition), London: Sage
Ewens, T (2014) Reflective Primary Teaching
Farrell, A. (Ed) (2005) Ethical research with Children, Maidenhead: Open University Press
Flutter, Julia and Rudduck, Jean (2004) Consulting Pupils: What’s in it for schools? London: Routledge Falmer
Gibson, S and Hynes, J (Eds) (2009) Perspectives on Participation and Inclusion, London: Continuum
Moore, A. (Ed) (2006) Schooling, society and curriculum, London: Routledge
Thomas, J. (2010) Understanding Special Educational Needs. Pearson Education Ltd.

Further Reading
David Kember (2000) Action learning and action research : improving the quality of teaching and learning. London : Kogan Page
David Baume and Peter Kahn (eds) (2004) Enhancing staff and educational development. London ; New York : Routledge Falmer, 2004
G. Cousin (2008) Researching Higher Education : An Introduction to Contemporary Methods and
James McKernan (1996) Curriculum action research : a handbook of methods and resources for the reflective practitioner. London : Kogan Page
Jean McNiff with Jack Whitehead (2002) Action research : principles and practice. London : Routledge Falmer
Peter Reason and Hilary Bradbury (eds) (2001) Handbook of action research : participative inquiry and practice. London : SAGE
Colin Robson (2002) Real world research : a resource for social scientists and practitioner-researchers.  Oxford : Blackwell Publishers, 2002
Educational Research Journals & Databases
● British Educational Research Journal
● Educational Research Complete
Specific
This is negotiated between the tutor(s) and the participant and will be stipulated in the learning agreement.