1. Critically engage with educational research paradigms and ethical principles by evaluating assumptions within positivist and interpretivist frameworks, recognising and mitigating bias, and showing understanding of ethical standards such as confidentiality and informed consent. Knowledge & Understanding Critical Reasoning & Collaboration

2. Design, conduct and evaluate a small-scale action research project by selecting an appropriate focus from their professional practice, applying suitable methodological and ethical approaches, analysing data rigorously, and presenting findings and recommendations through clear, high quality academic writing. Communication Research Skills

3. Consider effective strategies for disseminating research to enhance professional impact. Personal Development and Entrepreneurship Digital Literacy

Assessment 1
Ethical Approval
Complete research project ethical approval form complete with data tools and the required consent forms. To be signed off by research supervisor prior to data collection commencing.

Assessment 2
A small-scale independent action research project centred on their own professional practice in their school-based placement Dissertation to be structured as outlined below:
- Title page
- Lists of contents, tables/illustrations and appendices
- Abstract of Research Project
- Introduction
- Evaluation of effectiveness of your approaches to Research Methodology as justified in your Research Proposal
- Findings and Analysis
- Conclusions and recommendations
- References
- Appendices

A variety of formative assessment opportunities will be offered, which may include, but are not limited to, the following:
- Group/paired work and reflective feedback
- Group discussion and questioning
- Critical reflection and discussion of literature

In addition, trainees will be allocated a supervisor who will provide individual formative feedback at each stage of the planning and writing process.

This module provides trainees with the opportunity to design, carry out and evaluate a piece of action research that directly connects to their developing professional practice. Trainees will select their own research focus, drawing on insights gained from school placements across the previous two years of the course. Through this personalised approach, trainees will investigate a topic that matters to them and to the pupils they teach, generating original work that contributes to their growth as reflective, research-engaged practitioners.

Trainees will be allocated an individual supervisor who will guide them through each stage of the research process, offering formative feedback as they plan, implement and write up their project. This tailored support ensures that trainees develop the confidence and independence needed to conduct small-scale educational research to a high standard.

Throughout the module, trainees will be taught about research methodologies and ethical practice. They will explore interpretivist and positivist paradigms and consider the assumptions and implications of each. Trainees will learn how the action research cycle can be used to drive meaningful professional development and will examine principles of integrity in research, including recognising bias, making assumptions explicit and interpreting data with appropriate caution.

Trainees will engage with the ethical requirements of educational research, including confidentiality, anonymity, informed consent and gaining permission to work with participants. They will develop skills in analysing data, drawing valid conclusions and making recommendations based on their findings. They will learn how to uplift their academic writing to a level 6 expectation, and, through engaging with other research, will analyse the features of effective, engaging academic writing. The module will support trainees in considering potential ways to disseminate their work effectively to ensure that it has impact beyond the project itself.

This module gives you the exciting opportunity to design, carry out and evaluate your own piece of action research—directly connected to your developing identity as a teacher. It’s your chance to investigate a question that genuinely matters to you and the pupils you teach, drawing on the rich experiences you’ve gained across your placements over the past two years. By choosing your own research focus, you’ll create a project that feels meaningful, personal and professionally relevant, producing original work that supports your growth as a reflective, research-engaged practitioner.

You’ll work closely with a dedicated supervisor who will guide you through every stage of the process. From shaping your research question to collecting data, analysing findings and writing up your dissertation, you’ll receive formative feedback that builds your confidence and helps you work to a high academic standard.

Throughout the module, you’ll explore different research methodologies and ethical principles, gaining insight into interpretivist and positivist paradigms and what they mean for educational research. You’ll learn how the action research cycle can drive real, practical improvements in your teaching, and you’ll develop a strong understanding of research integrity—recognising bias, making assumptions explicit and interpreting data with care.

You’ll also build the skills needed to analyse data, draw meaningful conclusions and make informed recommendations. As you strengthen your academic writing, you’ll study examples of effective educational research and learn how to craft engaging, rigorous work of your own. Finally, you’ll explore ways to share your findings so that your research can have genuine impact—on your practice and in the wider educational landscape

Within this module a number of learning strategies will be used, including seminars, tutorials, peer group discussion and teaching episodes. This will facilitate proactive learning based upon previous experience gained both prior to and during the course. This will be used to build on existing knowledge and promote critical practice-based reflection.

Trainees will be encouraged to be active participants in their learning, contributing to group activities and individual tasks including flipped-learning opportunities. Some sessions require prior reading and independent research to become familiar with the key concepts and practical activities to be covered.
Lectures - Will draw on school-based placements from levels 4, 5 and 6 and will aim to integrate practical classroom experience with appropriate theory and the pedagogy associated with the effective delivery of the National Curriculum. This will involve both independently and collaboratively working to plan, deliver and reflect on teaching episodes. These approaches are designed to enable all trainees to gain an authentic understanding of the primary classroom, developing their basic teaching skills, alongside their resilience and problem-solving abilities. These sessions will predominately be face to face with some elements of digital or virtual provision.

Tutorials – These provide the opportunity to discuss assignment requirements and reflections with the module tutors and gain academic support, or the opportunity to be signposted to other departments of the University who can support individual needs.   

Independent study – A significant element of the trainees’ professional and academic development is based on further independent study. This will enhance their pedological and curriculum knowledge, underpinning this with theory and the key concepts discussed in lectures, group discussions and tutorials. 

Guided reading – A reading list and appropriate resources will be provided to enable trainees to engage with relevant and appropriate debates.     

This module will also provide opportunities for trainees to: 
- work with their peers and colleagues
- develop interpersonal and professional skills outlined within the ITTECF 
- communicate and debate

British Educational Research Association (BERA) (Annually updated) Ethical guidelines for educational research. This is updated annually; you should consult the most recent version for your studies.

Cohen, L., Manion, L. and Morrison, K. (2018) Research methods in education. 8th edn. London: Routledge.
Clark, J. et al. (2024) Action research. USA: New Prairie Press

- Access to a primary classroom (usually via the L6 teaching placement) is essential for this module, for the research to take place
- Blackboard
- Educational framework documentation
- Digital tools to support learning (e.g. Padlet, Mosaic, Mentee, Virti)

Unless otherwise stated, all books will be available online through The University of Staffordshire library website. If trainees 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 trainees 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. Further guidance and support with academic writing can be obtained from The University of Staffordshire Library Academic skills. The study skills team can also provide 1 to 1 support.

The University VLE enables access to course materials, lecture notes, PowerPoint presentations and reading lists.