Inquiry as Stance: Researching Teaching
This course is an introduction to fundamental concepts in educational research, and the ways in which an inquiry-oriented stance can develop and support teaching practice. Students will engage with cases that enable them to analyse fundamental assumptions about and criticisms of different kinds of research in education. In particular, students will explore key debates about the philosophy, theory and conduct of research in school contexts and implications for their practice. This approach will enable students to critically explore contextualised examples of design decision-making, issues of ethical conduct and the building of productive research practices in and beyond their classrooms. Through investigating the interplay of research, policy and practice, the course prepares students to embed inquiry into all aspects of teaching and learning.
The course aims to support students to work toward the following complex understandings:
¿ That taking a reflexive, inquiring stance on educational practice requires teachers to engage both with and in educational research.
¿ That teacher inquiry can be a significant source of professional development and renewal for teachers.
¿ That good practitioner inquiry is critical, participatory and collaborative, and helps to build generative relationships within and beyond the classroom.
|Faculty||Faculty of Education and Arts|
|School||School of Education|
Not currently offered
On successful completion of this course, students will be able to:
This course introduces students to:
|Contact Hours||Not currently offered|
|Timetable||2018 Course Timetables for EDUC61661|