028234 Professional Experience 5: Teacher as Researcher

Warning: The information on this page is indicative. The subject outline for a particular session, location and mode of offering is the authoritative source of all information about the subject for that offering. Required texts, recommended texts and references in particular are likely to change. Students will be provided with a subject outline once they enrol in the subject.

Subject handbook information prior to 2024 is available in the Archives.

UTS: Education: Professional Learning
Credit points: 6 cp
Result type: Pass fail, no marks

Requisite(s): (028230 Professional Experience 1: Preparation for Teaching AND 028231 Professional Experience 2: Introduction to Classroom Management AND 028232 Professional Experience 3: Effective Teaching and Learning AND 028233 Professional Experience 4: Building Classroom Management AND (120 credit points of completed study in spk(s): C10350 Bachelor of Arts Bachelor of Education OR 120 credit points of completed study in spk(s): C10349 Bachelor of Education (Primary) Bachelor of Arts International Studies OR 120 credit points of completed study in spk(s): C10444 Bachelor of Education Bachelor of Languages and Cultures))
These requisites may not apply to students in certain courses. See access conditions.
Anti-requisite(s): C10209 Bachelor of Educational Studies

Description

The subject aims to challenge students' thinking about and understanding of crucial aspects of the work of the teacher in the classroom and school community. It engages students in two key focal areas: (1) identification, critical analysis and interpretation of research to inform classroom practice, and (2) development of skills to design, implement and share the findings of practitioner research. To this end, the subject examines the role that educational research can play to inform classroom practice. Students read and interpret a range of research studies from different paradigms and perspectives in an individually negotiated area of professional interest, which informs their understanding of quality teaching and its impact on student learning. Students then undertake an action learning project informed by their reading of research and present their findings to peers and lecturers.

Subject learning objectives (SLOs)

a.	Explain the role of research in pedagogical decision-making (GTS 6.1, 6.2, 6.3);
b.	Evaluate research literature (GTS 1, 2, 3, 4, 5, 6 and/or 7 – will be individual depending on each student’s personal selection of focus of action learning project);
c.	Apply findings of research studies to classroom practice (GTS 3.1, 3.3);
d.	Design and implement an action learning project (GTS 4.5, 5.4, 7.1, 6.4);
e.	Explain the importance of developing a research culture amongst the teacher, individual students, parents and other stakeholders in the classroom, school and local community (GTS 7.2, 7.3).

Course intended learning outcomes (CILOs)

This subject engages with the following Course Intended Learning Outcomes (CILOs), which are tailored to the Graduate Attributes set for all graduates of the Faculty of Arts and Social Sciences.

Analyse and synthesise research and engage in inquiry (GTS 3) (2.1)
Make well-informed contributions to contemporary debates pertinent to education (GTS 3) (2.2)
Communicate effectively using diverse modes and technologies (GTS 2, 3, 4) (6.1)

Contribution to the development of graduate attributes

This subject addresses the following Course Intended Learning Outcomes:

2. Critical and Creative Inquiry
2.1 Analyse and synthesise research and engage in inquiry (GTS 3)
2.2 Make well-informed contributions to contemporary debates pertinent to education (GTS 3)

6. Effective Communication
6.1 Communicate effectively using diverse modes and technologies (GTS 2, 3, 4)

Teaching and learning strategies

The subject will utilise formal lecture modes as well as small-group discussions, literature- and scenario-based activities, and role-plays. Early formative feedback will be given to students, specifically relating to the research question that they develop to guide their action learning project. Students will be required to complete a research ethics module prior to undertaking their action learning project. Multimedia presentations will be used as stimuli for analysis of strategies for classroom management and for quality teaching and learning. Student learning will also be supported by an online learning platform which allows students to access subject information electronically. In addition, students will undertake a 15 day placement in a K-12 classroom. This experience will enable students to take major responsibility for the teaching and learning of their students in an environment of collegial support.

Content (topics)

The subject will address:

quantitative and qualitative methodological paradigms of research in education;
examples of educational research dealing with contemporary issues. (PA 1.4, 1.5, 2.4, 3.3, 3.4, 4.7);
processes of educational research;
notion of the teacher-as-researcher and practitioner researcher;
preparation for professional experience and design and implementation of action learning project;

reflection on professional experience and presentation of action learning project.

Assessment

Assessment task 1: Action Learning Project proposal

Objective(s):

a, b and d

Weight:

50%

Length:

1700 words

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Significance of the topic/issue	25	d	2.1
Astuteness of evaluation of research articles	25	b	2.2
Scope and scale of project suited to implementation during professional experience	25	d	2.1
Clarity of explanation	25	a	2.2

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Assessment task 2: Poster presentation

Objective(s):

a, b, c, d and e

Weight:

50%

Length:

1 poster (A3 or equivalent) and presentation in a class workshop (8 mins).

Criteria linkages:

Criteria	Weight (%)	SLOs	CILOs
Appropriateness of strategies to engage the audience	20	e	6.1
Clarity of explanation and representation of project	20	a	6.1
Appropriate selection and use of research literature to inform the project design and analysis	10	b	2.1
Suitable mix of text and visuals to support idea	10	d	6.1
Consistency between the research problem, the methodology chosen, and the nature of the interpretation when constructing a practitioner research study	20	d	2.1
Relevance of research findings for future classroom practice	20	c	2.1

SLOs: subject learning objectives
CILOs: course intended learning outcomes

Minimum requirements

Attend 15-days in a School - Students must successfully complete the Professional Experience placement as an essential requirement of this subject. It is essential because it contributes to the NESA Professional Experience requirements for Initial Teacher Education. Assessment of the Professional Experience is made by the supervising teacher and tertiary supervisor in the school placement in terms of each descriptor of the Graduate Teacher Standards i.e. Professional knowledge, Professional practice, and Professional engagement. For further details, and the 15-day in School attendance requirements, see the Professional Experience 5 Handbook.

Attendance at workshops is essential in this subject because important information is only available through the essential interchange of ideas with other students and the tutor. An attendance roll will be taken at each class. Students who fail to attend 8 out of 9 classes will be refused to have their final assessment marked (see Rule 3.8).

Required texts

There are no required texts

References

Best, J. & Kahn, J. (2009). Research in education. (11th ed.). New Delhi: PHI.

Bogdan, R. & Biklen S. K. (1998). Qualitative research for education: An introduction to theory and methods. (3rd ed.). Boston: Allyn and Bacon.

Cohen, L., Manion, L. & Morrison, K. (2011). Research methods in education. New York: Routledge.

Denscombe, M. (2010). The good research guide for small-scale social research projects. (4th ed.). Buckingham: Open University Press.

Denzin, N. K. & Lincoln, Y. (2000). The handbook of qualitative research. (2nd ed.). Thousand Oaks, CA: Sage.

Johnson, R. B. & Onwuegbuzie, A. J. (2004). Mixed methods research: A research paradigm whose time has come. Educational Researcher, 33(7), pp. 24-36.

Kaser, L. & Halbert, J. (2014). Creating and sustaining inquiry spaces for teacher learning and system transformation. European Journal of Education Research, Development and Policy, 49(2), pp. 206-217.

Kumar, R. (2011). Research methodology: A step-by-step guide for beginners. (3rd ed.). Los Angeles: Sage.

Lewis, A. & Lindsay, G. (Eds.) (2000). Researching children’s perspectives. Buckingham, UK: Open University Press.

Loughran, J. (Ed.) (1999). Researching teaching: Methodologies and practices for understanding pedagogy. London: Falmer Press.

Loughran, J. J. & Northfield, J. R. (1996). Opening the classroom door: Teacher, researcher, learner. London: Falmer Press.

McMillan, J. H. & Wergin J. F. (2009). Understanding and evaluating educational research. (4th ed.). Columbus, OH: Pearson.

Rossman, G. & Rallis, S. (2012). Learning in the field: An introduction to qualitative research. Thousand Oaks, CA: Sage.

Strauss, A. & Corbin, J. (2008). Basics of qualitative research: Techniques and procedures for developing grounded theory. (3rd ed.). Thousand Oaks, CA: Sage.

Taylor, S. & Bogdan, R. (1998). Introduction to qualitative research methods: A guidebook and resource. (3rd ed.). New York: John Wiley & Sons.

van Manen, M. (1997). Researching lived experience: Human science for an action sensitive pedagogy. (2nd ed.). Ontario: Althouse Press.

Hill, R. (2004). Using Action Learning as a methodology to research teachers’ work and learning. Paper presented to the 2004 AARE Conference.

Lingard, B., Hayes, D., Mills, M. and Christie, P. (2003). Leading Learning: Making hope practical in schools. Maidenhead: Open University Press.

Plummer, F. (2004). Putting teacher and student learning first in implementing Quality Teaching: the North Sydney Demonstration School experience. SCAN , 23(4), 12-14.

School of Education (University of Queensland) (2001). The Queensland School Reform Longitudinal Study. Brisbane: The State of Queensland (Department of Education).

School of Education (University of Queensland) (2001). The Queensland School Reform Longitudinal Study. Supplementary Material, Volume 2. Brisbane: The State of Queensland (Department of Education).

Other resources

Lecture theatre and large classrooms with moveable furniture, equipped with data projector, screen and console.