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ED5980 - Teachers as Researchers for Learning and Change in Primary School Contexts

Credit points: 3
Year: 2021
Student Contribution Band: Band 1
Administered by: College of Arts, Society & Education

Limited to students enrolled in the Master of Teaching and Learning (Primary)

This subject is the culminating experience for graduate student teachers (GSTs) in the Master of Teaching and Learning (Primary). This subject develops expert, specialised cognitive and technical skills in participatory action research and fosters a critical epistemological disposition. The subject provides a specific overview of quantitative, qualitative and mixed method approaches to education research, the theoretical and philosophical assumptions underpinning different research approaches and the significance of research in informing professional practice and ethics. This 20 day capstone experience will allow students to plan and execute a place-based professional inquiry project that addresses a real community or school need in either a school-based internship or a community-based service learning experience. The project serves the school or community organisation and provides an authentic context in which to apply research skills. In a school-based experience graduate student teachers take on a 50% teaching load in an independent teaching role. Students will demonstrate their autonomy in enacting dispositions, knowledge and skills as civic professionals who "exhibit a willingness to lead and to contribute to the intellectual, environmental, cultural, economic and social challenges of regional, national, and international communities of the tropics" (JCU Graduate Attributes Statement, 2013). Students will be immersing themselves in a context new to them, exploring a range of learning partnerships with community agencies, industry and business, preparing themselves for their role with students and in the wider community. GSTs will present the findings of the participatory action research in a forum to their Masters cohort and invited guests.

Learning Outcomes

  • demonstrate expert, specialised cognitive and technical skills that enable teacher graduates to independently and critically analyse education research and policy texts, especially as applicable to the planning for, and teaching of diverse learners;
  • critically review regulatory requirements, ethical principles and, where appropriate, cultural frameworks, to work effectively, responsibly and safely in diverse contexts;
  • demonstrate autonomy, expert judgement, adaptability and responsibility in planning, decision-making, solving complex problems and leading curriculum and community engagement initiatives;
  • communicate knowledge, skills and ideas through engagement with specialist and non-specialist audiences using advanced speaking, reading, writing, listening, numeracy and advocacy skills;
  • apply knowledge of research principles, methods, techniques and tools to plan and execute a substantial research-based project, capstone experience and/or piece of scholarship.

Subject Assessment

  • Oral > Presentation 1 - (25%) - Individual
  • Written > Peer review - (25%) - Individual
  • Written > Proposal - (50%) - Individual.
Prerequisites: ED5974

Availabilities

Townsville, Internal, Study Period 2
Census Date 26-Aug-2021
Workload expectations:
  • 10 hours online collaboration sessions
  • 10 hours online content
  • 20 days placement

External, Study Period 2
Census Date 26-Aug-2021
Workload expectations:
  • 10 hours - Online Student Engagement
  • 10 hours online content
  • 20 days placement
Method of Delivery: WWW - LearnJCU

Cairns, Internal, Study Period 2
Census Date 26-Aug-2021
Workload expectations:
  • 10 hours online collaboration sessions
  • 10 hours online content
  • 20 days placement

Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.