Irena Andrews (Programme Leader)

Andy Davies

Keith Turvey

Richard Wallis

MA Education (Teaching Leaders)

KV721 Professional Enquiry

2013/14

KV721 Professional Enquiry

Aims

• To introduce the course, the

module and the participants

• To clarify the course structures and

procedures

• To begin to think about ‘m’ level

study

Professional development… is the

process by which… educators

review, renew and extend their

commitment as change agents to the

moral purposes of teaching; and by

which they acquire and develop the

critical knowledge and skills essential

to good professional thinking, planning

and practice…(UCET 1996,p.1)

Professional development

Teaching Leaders

Impact Initiative

Proposal Target Group

Goal Rationale Targets Plan

Outline ofyourInitiative -What you intend identified students to attain

Which students will be the focus of your I.I.

The improvement you want your group to make

School/dept prioritiesData/trendsJustify choices made

ActionsStrategies

Masters Level Enquiry

• A critical support for problematising your

issue

• The opportunity to explore what others

are saying about this issue or potential

strategies to use

• The scope to develop this study into a

full dissertation

• Module 1 – Exploring the Literature

• Module 2 - Developing the Research

Proposal

• Module 3 - The Dissertation

MA Education (Teaching Leaders)

Year 1November

Compulsory

module

40 credits

April

Compulsory module

20 credits

June

1 x Saturday 120 credits

Post Graduate

Diploma

Progression

pointProfessional

Enquiry

1 x Saturday

1000-1600 +

2 x Saturdays

1100-1500

Research Contexts

1 x Saturday 1000-1600

+

1 x Saturday 1100-1500

Education

Conference

MA Education (Teaching

Leaders) Year 2

Sept Feb June Sept Nov Feb

Compulsory module

KV713 The dissertation

60 credits

On line Tutorial support +

optional Saturday

sessions

Education

Conference

KV713

assessment

Present paper

KV713

assessment

Hand in

dissertation

180

credits

Graduation

ceremony

Exam

Board

Masters

Award

Student handbook

• Located in Student central:

• My course MAED - Course info

• Contacts

• University dates (p79)

• Assignment submission and

process

• Frequently asked questions

• Grading descriptors

• Use of references – Harvard

Generic aims

To enable students to:

• develop a thorough understanding of the principles of

research in the context of learning and

development, and competence and originality in the

application of such principles;

• develop conceptual understanding that enables critical

evaluation of current research and advanced

scholarship in the discipline and evaluation of

methodologies;

• develop critiques of current research in education

and, where appropriate, to propose new hypotheses;

• Create opportunities for dissemination of their learning

in the wider professional community in learning and

development and /or beyond formal contexts.

Module focus

• The focus is in enabling TL Fellows to

develop a theoretical and reflective

understanding of a professional

concern, issue or problem and to

equip them with the skills to use a

range of research-based knowledge to

enhance education leadership

practice.

• What will you need to do to

demonstrate this?

• What is meant by masters level study?

Assessment

Your Impact Initiative will provide the focus for an

assignment that will be in two parts:

i) A 2000 word annotated bibliography focusing on

four readings. This will be developed on your

academic blog.

ii) A 4000 word reflective assignment in which you

explain how your thinking has developed in relation

to your impact initiative. This will be supported by

critical engagement with relevant research, policy

and theory.

Different types of knowledge

and tools for thinking

3 kinds of knowledge

• Theoretical knowledge developed

through

systematic reflection on

the social world

• Research knowledge developed

through systematic investigation of the

social world

• Practice knowledge developed through

taking action in the

social world

Tools for Thinking

Concepts

Perspectives

Metaphors

Theories

Models

Assumptions

‘Theory is vastly bigger than the province of intellectuals... Everybody has a set of theories, compounded maybe of fact and value, history and myth, observation and folklore, superstition and convention... Those who refuse all theory, who speak of themselves as plain practical people, and virtuous in the virtue of having no theory, are in the grip of theories which manacle them and keep them immobile, because they have no way of thinking about them and therefore of taking them off. They aren’t theory free; they are stupid theorists.’

From Inglis (1984) The Management of Ignorance Oxford: Blackwell

Theory and Practice