The purpose of this module is to provide an opportunity for student teachers to generate a piece of original research directly connected to their developing professional practice.
The content of the research will be determined by the selection of the topic to be studied and the framing of the hypothesis/research question.
This module will allow the student teachers to develop their research skills, to implement different research methodologies and to undertake small scale research utilising appropriate academic and ethical conventions.

Assignment 1 (Semester 1)
Ethical Clearance
Complete Research Project Ethical Consent Form complete with data tools and the required consent forms. To be signed off by research supervisor prior to data collection commencing.
(Pass/Fail) – (LO 3)

Assignment 2 (Semester 2)
A small-scale Independent Research Project centred school-based placement
Dissertation to be structured as outlined below.:
Title page
Lists of contents, tables/illustrations and appendices
Abstract of Research Project
Introduction (500 words)
Literature review (2000 words)
Evaluation of effectiveness of your approaches to Research Methodology as justified in your Research

Proposal (1500 words)
Findings and Analysis (2000 words)
Conclusions and recommendations (1000 words)
References
Appendices
(7000 words) - (LO 1, 2, 3)

Formative assessment:
Student teachers will be provided with an opportunity to present their findings to a small peer group and receive peer and tutor feedback.
Student teachers will also be able to submit draft chapters to their supervising tutor. Submission dates for draft sections will be timetabled.
Student teacher will be required to work within the timelines provided.

All elements of assessment must be passed.

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion. It recognises that student teachers learn in a variety of ways, and this is reflected in the digitally enabled learning design of the module. The following strategies will ensure a supportive teaching and learning environment, providing a range of learning opportunities through online and face to face sessions.

Lectures – Sessions throughout both semesters will provide theoretical underpinning on key educational concepts. These may take the form of face-to-face, digital or virtual sessions and include group discussion work. This will support the development of theoretical understanding and application in a professional context. Within Semester 1 the focus will be on the development of student teachers’ understanding of ethical research and methodology, prior to collecting data during Semester 2.

Tutorials – These provide the opportunity to discuss assignment requirements and reflections with the module tutors and gain further support from academic mentors.

Independent study – A significant element of the student teachers’ professional and academic development is based on further independent study. This will involve engagement with the key authors connected to the selected area of study and used to inform their methodology and literature review.

Guided reading – A reading list and appropriate resources will be provided to enable student teachers to engage with relevant and appropriate debates. Thus, enabling student teachers to work independently in their research.

This module will also provide opportunities for student teachers to:
work with their peers and colleagues
develop interpersonal and professional skills outlined within the Core Content Framework (DfE 2019)
communicate and debate subject content
independently conduct small scale research. Collect data, draw conclusions and reflect on their research’s potential impact on future professional practice.

Formative assessment opportunities include:
Tutorials for draft feedback
Collaborative opportunities to discuss practice
Discussion and critical evaluation of key texts and documents.

1. Demonstrate systematic understanding and knowledge of a chosen area of study within primary education and present findings and conclusions linking these to professional practice.
Knowledge & Understanding, Learning, Enquiry, Analysis, Communication

2. Identify and critically discuss research material relevant to the chosen area of study
Knowledge & Understanding, Learning, Enquiry

3. Demonstrate self-directed research skills of planning, design, analysis and evaluation in a small scale, ethically approved research project showing an awareness of the uncertainty, ambiguity and limits of knowledge.
Analysis, Communication, Reflection

No specific resources required.
MS Teams and Blackboard.

Unless otherwise stated, all books will be available online through Staffordshire University library website. If student teachers have difficulty accessing these, they can contact the University Library. There is also an online reading list for each module on this course. To access this, they go to Reading lists and then type in the module code in the search box.
Tutors will also advise student teachers on the relevant texts and sections of texts to read. They will be encouraged to engage with a wide range of literature to access the latest research within their study area. Support with referencing will be provided by the module tutor with the student teachers being encouraged to access Refzone for further guidance. They must use the Refzone Harvard system when referencing their research.
Further guidance and support with academic writing can be obtained from Staffordshire University Library Academic skills. The study skills team can also provide 1 to 1 support.
The University VLE and MS Teams enables access to course materials, lecture notes, PowerPoint presentations and reading lists.

Cohen, L, Manion, L, Morrison, K. (2017) Research Methods in Education. London: Routledge.

Denscombe, M. (2014) The Good Research Guide: for small scale social research projects. Buckingham, Open University Press.

Hindmarch, D., Hall, F., Murray, S. and Machin, L. (2017) A Concise guide to education studies. Northwich: Critical Publishing. [Chapter 9: Making a difference]

Lambert, M. (Ed.). (2019). Practical research methods in education: an early researcher's critical guide. London: Routledge.

Punch K. (2014) Introduction to social research quantitative and qualitative approaches. Third edition. London: Sage.

Punch. K. and Oancea, A. (2014) Introduction to research methods in education. second edition. London: Routledge.

General education information:

BERA (British Educational Research Association)

BELMAS (British Educational Leadership, Management and Administration Society)

Student must have successfully completed all modules at L4 and L 5 of the BA Primary Education (QTS) course and passed the L4 and L5 school-based teaching placement.

High-quality and ethical research is the cornerstone of effective teaching and learning within the primary education context. This module provides the opportunity for you to undertake your own research based upon an element of your own practice which you have become particularly interested in during the first two years of your ITT. You will learn how to undertake original and ethical research which not only supports your work within the classroom but also informs your primary teaching colleagues. This module is the start of an exciting research journey which could potentially lead to further qualifications, for example a Masters!