BELL, J (2005) Doing Your Research Project: a guide for first-time researchers in education and social science; Maidenhead, Open University Press
COHEN, L. MANION, L and MORRISON, K. (2000) Research Methods in Education, London, RoutledgeFalmer
LANKSHEAR, C. KNOBEL, M. (2004) A Handbook for Teacher Research, Buckingham, Open University Press
JAMESON, J. and HILLIER, Y (2003) Researching Post-Compulsory Education (Continuum Research Methods Series.) London, Continuum
MCKERNAN, J. (1996) Curriculum Action Research: A Handbook of Methods and Resources for the Reflective Practioner (2nd ed) London: Kogan Page

Research in Post-Compulsory Education; Journal of Further Education and Training http://www.triangle.co.uk/rpe/
Journal of Further and Higher Education http://www.tandf.co.uk/journals/titles/0309877X.asp
Quality Improvement Agency http://www.qia.org.uk/index.html

During this unit you will participate in a range of learning strategies, including: action research; class discussions; lectures; group tasks; peer seminars; independent study and reflection.

This module seeks to support participants as they take on more of the roles and responsibilities associated with being a teacher in the lifelong learning sector. Participants will explore concepts and key aspects of professionalism within the lifelong learning sector, including equality of opportunity, diversity, economic growth and community regeneration. This will lead them to consider approaches to quality assurance and quality improvement in terms of professional conduct and accountability. In particular, participants will investigate the use of action research as a tool for evaluation and improvement of professional practice. They will also evaluate the use of communities of practice in sharing and developing wider professional practice.

Learning outcomes will be assessed through:

1. A report on and presentation of a small scale action research project aimed at improving an aspect of professional practice (100%) (2500 words) LOs 1,2,3,4,5)

2. The CPPD log in the ILP from Module 6, updated and summarising engagement with CPPD and learning from this with a report from Mentor/tutor from an observation of your teaching attached. (0%) (LO5)

All assessment tasks must be passed.
Minimum Core
Through your Individual Learning Plan, you will provide appropriate evidence of planning to develop your practice in literacy, language, mathematics and information communication technologies. This ILP will form the basis for each of your post module tutorials.

Must be enrolled on the Diploma in Teaching in the Lifelong Learning Sector


Values and commitments included in this unit:
AS1, AS2, AS3, AS4, AS5, AS6, AS7, BS4, DS3, ES4, ES5

Standards included in this unit:
AK 1.1; AP 1.1; AK2.1; AP 2.1; AK 2.2; AP 2.2; AK3.1; AP3.1; AK4.1; AP4.1; AK4.2;
AP4.2; AK4.3; AP4.3; AK5.1; AP5.1; AK5.2; AP5.2; AK6.1; AP6.1; AK6.2; AP6.2; AK7.1;
AP7.1; AK7.2; AP7.2; AK7.3; AP7.3;
BK4.1; BP4.1; BK5.2; BP5.2;
DK3.1; DP3.1; DK3.2; DP3.2;
EK 1.1; EP1.1; EK4.2; EP4.2; EK5.1; EP 5.1; EK5.2; EK5.3;
FK 2.1;