Key Debates and Issues for Researching Education

Code

EDUC4180

School

School of Education and English

Level

4

Credits

30

Semesters

Spring China

Summary

This fourth module in the Professional Doctorate explores the fields within which the research is to be located. The researcher will explore the intersections of (1) a sector of education (higher, adult, vocational and further or schools) and its historical development, (2) a geographical site with specific cultural and social histories, mores and teleologies, (3) a mediatised policy and professional practice context, (4) a specific field of knowledge production and (5) their own professional trajectory. They will develop a map of the key debates, tensions, actors and potential research projects in their chosen field using resources selected on advice from potential research supervisors. They will develop a preliminary research proposal, paying particular attention to the reflexive processes of problematisation.

Target Students

Part time students, experienced education professionals, on the Professional Doctorate in Education

Classes

This module consists of 300 hours of study including two weekend study schools and web-supported directed activities. Study schools will include a variety of pedagogical approaches including group activities, reading groups, formal and invited presentations, short writing tasks individually and in groups, and individual tutorials. Students will also research potential supervisors.

Assessment

• 1% Assignment: The Assessment comprises a 5-6000 word written assignment or equivalent.

Educational Aims

Learning Outcomes

On completion of this module, participants will have
A Knowledge and understanding
A1 Mapped and understood the conflicting perspectives and educational debates that bear on the field of theory and practice in a specific sector and country;
A2 Engaged with and assessed a range of perspectives on situating research agendas and problems
A3 Developed knowledge about the processes of research problematisations and building the warrant for research projects
BIntellectual skills
B1 A critical appreciation of the interrelationship between policy, professional practice and research in education
B2 Enhanced critical expertise in understanding educational debates and issues and how research might contribute
B3 The ability to synthesise complex material from disparate sources including knowing how to produce a written and verbal argument about a proposed research agenda
CProfessional practical skills
C1 Understanding of the influence of history, geography, culture, time, policy and disciplinarity on what counts as educational knowledge
C2Improved ability to apply research evidence to professional practice.
C3Understanding of how to engage colleagues in well-informed debates about decisions relating to their own professional field
DTransferable (key) skills
D1 The ability to critically reflect on personal and collective professional trajectories and contexts.
D2The ability to read, analyze and synthesize media, professional, policy and research literatures.
D3 The skills to work collegially and in teams with a variety of colleagues D3 Inquiry based skills

Conveners

• Prof Anwei Feng