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MODULE SPECIFICATION TEMPLATE
MODULE DETAILS
Module title / Action research to support subject pedagogy
Module code / KL709
Credit value / 40
Level / Level 4 / Level 5 / Level 6 / Level 7 / X / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites / None
Co-requisite modules / None
Module delivery
Mode of delivery / Taught /  / Distance / Placement / Online
Other / Work-based learning
Pattern of delivery / Weekly /  / Block / Other
When module is delivered / Semester 1 / Semester 2 / Throughout year / 
Other
Brief description of module content and/ or aims
Overview (max 80 words) / This module offers students the opportunity to further their critical understanding of their subject specialism specific teaching and learning practices through undertaking a professionally focused action research project. The module is conducted through action learning sets and tutor supervision which will enable students to develop a reflective approach to their own professional practices.
Module team/ author/ coordinator(s) / Kerry Doyle (UoB), Martyn Howe (CCBH), Graham Crozier (CSC), Paul Tully (NB), Liz Crockett (NB), Anselm de Pleave (SCC), Kate Greenslate (SD)
School / School of Education
Site/ campus where delivered / UoB Falmer, City College Brighton and Hove, Central Sussex College Crawley, Northbrook College Worthing, Sussex Coast College Hastings, Sussex Downs College Lewes & Eastbourne
Course(s) for which module is appropriate and status on that course
Course / Status
Professional Graduate Certificate (Further Education and Training) / Compulsory
Professional Graduate Certificate (Art Design & Media) / Compulsory
Freestanding / Optional
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims / This module is designed to enable students to explore and interrogate an aspect of their subject specialism through practical application of research-informed thinking. The approach will be supported through peer and tutor dialogue in order to achieve objective and validated outcomes.
Learning outcomes / by the end of the module students should be able to:
  1. engage effectively and contribute consistently in debate in a professional manner within an action learning set;
  2. systematically interrogate current literature and relevant policies to inform understanding;
  3. prepare a coherent, detailed and informed project proposal that clarifies the focus and structure of their research ;
  4. critically evaluate own practices in subject learning and teaching in the light of research findings
  5. respond to and critically evaluate feedback from observation of practice
  6. write a cogent, coherent and insightful account of their practitioner action research project
  7. draw clear conclusions that demonstrate a progressive understanding of relevant theoretical frameworks

Content / This will be defined by the focus of the individual's project but will have a focus on subject specialist teaching. This will be put into context through action learning sets, tutor supervision and reading in academic practices thus developing the student's own capabilities. Students will be introduced to the concept of reflective practice and action research and provided with tools and strategies for developing their reflective capability. It is expected that the student will be observed on two occasions.
Learning support / Books:
Bell, J (2010) Doing Your Research Project, London: OUP
Brockbank, A., McGill, I. & Beech, N. (2006) Reflective Learning in Practice, Aldershot: Gower
Hopkins, D (2009)(4th edition) A Teacher’s Guide to Classroom Research, Berkshire: Open University Press
Pollard, A. (ed) (2008) Reflective Teaching: Evidence Informed Professional Practice, London: Continuum
Punch,K. (2009) Introduction to Research Methods in Education, London: Sage
Sewell, K. (ed) (2012) Doing Your PGCE at M-Level, London: Sage
Taber, K. (2013) Classroom-Based Research and Evidence-Based Practice, London: Sage
Wyse, D. (2010) The Good Writing Guide for Education Students, London: Sage
Journals:
Journal of Further and Higher Education
Journal of Vocational Education
Journal of Higher Education in Further Education
Times Educational Supplement
Electronic Sources: (accessed 14/10/2014)
Learning and Skills Improvement Service (LSIS):
Department for Business Innovation and Skills:
Institute for Learning:
Ofsted:


Teaching and learning activities
Details of teaching and learning activities / Contact time
  • action learning sets, supervision;
  • use of student experiences prior to and during the module;
  • observed teaching.
Non-contact time, reflectively to:
  • read, view video material, explore computer software and on line materials;
  • use journals to critically reflect on own practice;
  • prepare for and analyse college based tasks;
  • undertake personal research into aspects of own sector knowledge identified as being in need of development.

Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study hours
SCHEDULED / This is an indication of the number of hours students can expect to spend in scheduled teaching activities including lectures, seminars, tutorials, project supervision, demonstrations, practical classes and workshops, supervised time in workshops/ studios, fieldwork, external visits, and work-based learning. / 100
GUIDED INDEPENDENT STUDY / All students are expected to undertake guided independent study which includes wider reading/ practice, follow-up work, the completion of assessment tasks, and revisions. / 300
PLACEMENT / The placement is a specific type of learning away from the University that is not work-based learning or a year abroad.
TOTAL STUDY HOURS / 400 hours
Assessment tasks
Details of assessment on this module / Task: Weighting 100%
An agreed project proposal and a full action research report (totalling 7000 words max), supported by reflections on one or two observations of practice
Referral task: rework original task
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
(or indicate if component is pass/fail)
WRITTEN / Written exam
COURSEWORK / Written assignment/ essay, report, dissertation, portfolio, project output, set exercise / Pass/Fail
PRACTICAL / Oral assessment and presentation, practical skills assessment, set exercise / Pass/Fail
EXAMINATION INFORMATION
Area examination board / PGCE/Cert ED FET Joint Area and Course Examination Board
External examiners
Name / Position and institution / Date appointed / Tenure ends
Dr Elizabeth Browne / Director of Secondary and Post-Compulsory Education, Oxford Brookes University / 01/10/16 / 30/09/16
QUALITY ASSURANCE
Date of first approval / July 2013
Date of last revision / N/a
Date of approval for this version / July 2013
Version number / 1
Modules replaced / N/a
Freestanding module / Yes

[1]Set exercises,which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task