1. Demonstrate a systematic understanding of debates which are at the forefront of own subject specialism and wider professional practice

2. Demonstrate a comprehensive understanding and critical evaluation of the main methods of enquiry in order to plan, design and deliver evidence-based teaching

3. Apply and gather feedback of evidence-based teaching in relation to own discipline expertise

4. Demonstrate critical awareness to clearly communicate findings from an action research project at a professional level

- Action Research: create a research plan and an Academic Poster presentation to disseminate to peers (LO 1, 3, 4)
- Practical: Satisfactory completion of one lesson observation assessed by portfolio of evidence (LO 2)
- Portfolio of evidence of rationales, lesson planning and reflection (LO 2)

Formative assessment:
Completion of Proportional Ethical Approval Form before undertaking Action Research
One developmental observation.

The purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training to understand the place of evidence-based teaching and learning. Completion of this module also requires an understanding of the nature and purpose of action research. You will conduct a piece of action research in subject specialist area aligned with BERA (2018) ethical standards.

You will investigate models of action research, data collection, how to analyse and then present findings using information and data visualisation. How to adhere to ethical guidelines with the completion of a Proportional Ethics Form.

As part of formative assessment, for your action research, you will also explore professionalism and professional values in education and training, the policy context of education and training, the impact of being accountable to stakeholders and external bodies, and the organisational context of education and training.

You will have the opportunity to disseminate your research to your peers and other professionals and be encouraged to disseminate to a wider audience at the end of the course, with progression advice on how to publish your work.

You will deepen your knowledge of areas of Descriptor D2 from Advance HE: UKPSF

The purpose of the module is to provide you with knowledge, understanding and skills relating to wider professional practice in education and training to understand the place of evidence-based teaching and learning. Completion of this module also requires an understanding of the nature and purpose of action research.

You will learn through learning, teaching and assessment strategies that have been carefully devised to take into account that you and your peers bring with you a wealth of practical experience and detailed knowledge of specific contexts to share with others. Formative assessment for learning will run throughout the module. Pair and small group work is an important aspect of the approach to learning on this course.

You will acquire knowledge and understanding through a variety of activities including, face to face delivery, presentations, individual and group tutorials, online synchronous and asynchronous sessions, discursive seminars, independent and directed learning and workshops in order to facilitate informed critical reflection. You will have opportunities to use teaching enhanced learning software and hardware. In addition to this, you will engage with your workplace mentor to support and broaden your learning experience and help you to make the connections between theory and practice.

You are expected to assume ownership of your learning in accordance with the principles of the course and the content of this module. Peer learning is promoted through presentations of work and subsequent discussion and evaluation. Through independent study and extension activities, you will be able to determine specific areas of own interest for a more in-depth exploration of your own subject specialism.

The combination of teaching and learning approaches will help you to develop a deeper understanding of the teacher role and responsibilities and the emphasis on reflecting and developing practice using evidence-based learning. You will have an opportunity to disseminate the findings of your action research to share good practice.

Kara H., (2022) Qualitative Research for Quantitative Researchers, UK, SAGE Publications Ltd

MILLER, T. (2012) Ethics in Qualitative Research (2nd Edn). London: Sage.

Punch, K & Oancea, A, (2014) Introduction to Research Methods in Education Sage

Bell, J and Waters, S (2018) Doing Your Research Project (7th Edition), Maidenhead: Open University Press [available online through Staffordshire University Library]

Cohen, L. Manion, L and Morrison, K. (2017) Research Methods in Education (8th edition), London: Routledge [available online through Staffordshire University Library]

Denscombe, M. (2021) The Good Research Guide (7th edition) Buckinghamshire: OUP [available online through Staffordshire University Library]

Hindmarch, D. Hall, F. Machin, L and Murray, S (2017) A Concise Guide to Education Studies, Northwich: Critical Publishing (Chapter 9: Making a difference – practitioner led research)

British Educational Research Association (BERA) (2018) Ethical guidelines for educational research. 4th edn. Available at:¿https://www.bera.ac.uk/researchers-resources/publications/ethical-guidelines-for-educational-research-2018

Jean McNiff: http://www.jeanmcniff.com/

Leading action research practitioner.
http://www.jeanmcniff.com/ar-booklet.asp

Staffordshire University Academic and Study Skills Portal:
https://libguides.staffs.ac.uk/study-skills

Staffordshire University Harvard Referencing Guide:
https://libguides.staffs.ac.uk/refzone/harvard

Advance HE: UKPSF
https://www.advance-he.ac.uk/fellowship/fellowship

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