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EDUC441 Researching Personal Teaching Practice

Introduction to disciplined inquiry into personal teaching practice utilising a range of research methodologies. Students plan a disciplined, investigative inquiry into their teaching practices.

This paper addresses key issues such as "who is educational research for?" and "who can conduct educational research?" In this paper, students will explore practitioner research from ethical, practical, theoretical and methodological perspectives as they critically reflect on their professional practice.

Paper title Researching Personal Teaching Practice
Paper code EDUC441
Subject Education
EFTS 0.1667
Points 20 points
Teaching period Full Year
Domestic Tuition Fees (NZD) $1,076.55
International Tuition Fees (NZD) $4,267.52

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Pre or Corequisite
One of EDUC 440, EDUX 440, EDUC 423, EDUX 423
Restriction
EDUX 441
Notes
Students who have not passed the normal prerequisite or corequisite may be admitted with approval from the Dean of the College of Education.
Contact
Dr Keryn Pratt (College of Education), keryn.pratt@otago.ac.nz
Teaching staff
Dr Susan Sandretto
Paper Structure
This education paper is centred around a number of conferences, or multi-week sections, focused on a particular topic. Typically conferences run for two weeks and have readings and a discussion associated with them. Also there is often time scheduled for familiarising yourself with the learning environments, working on assignments (which are usually related to the conferences) and for reflection. Information about what you should be doing, reading and thinking about in any week is given in the online environments.
Teaching Arrangements
This is a distance learning paper.
Textbooks
Students will be expected to access required readings via the library and the Internet and to source their own relevant readings.
Graduate Attributes Emphasised
Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will
  1. Have engaged with a variety of theoretical tools and paradigms in relation to teaching practice
  2. Be able to distinguish between different research methodologies appropriate to the investigation of classroom practice and to locate themselves as teacher researchers within these
  3. Have examined ways in which theory informs practice and practice informs theory
  4. Be able to articulate the personal theories, beliefs and thinking that guide their teaching practices and engage in critical discourse on one's own practices and the practices of others to increase understanding of the social contexts of learning to teach
  5. Have developed and refined their capacity to reflect critically upon themselves as teachers within the context of contemporary research literature and practice
  6. Be able to identify and reflect upon ethical issues in practitioner research
  7. Be able to design disciplined, investigative inquiry into their own practice that can contribute to their understandings of self as teacher

^ Top of page

Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught through Distance Learning
Learning management system
Blackboard

Introduction to disciplined inquiry into personal teaching practice utilising a range of research methodologies. Students plan a disciplined, investigative inquiry into their teaching practices.

This paper addresses key issues, such as "Who is educational research for?" and "Who can conduct educational research?" In this paper, students will explore practitioner research from ethical, practical, theoretical and methodological perspectives as they critically reflect on their professional practice.

Paper title Researching Personal Teaching Practice
Paper code EDUC441
Subject Education
EFTS 0.1667
Points 20 points
Teaching period Full Year
Domestic Tuition Fees (NZD) $1,098.05
International Tuition Fees (NZD) $4,352.87

^ Top of page

Pre or Corequisite
One of EDUC 440, EDUX 440, EDUC 423, EDUX 423
Restriction
EDUX 441
Notes
Students who have not passed the normal prerequisite or corequisite may be admitted with approval from the Dean of the College of Education.
Contact
postgrad.education@otago.ac.nz
Teaching staff
Dr Susan Sandretto
Paper Structure
This education paper is centred around a number of conferences, or multi-week sections, focused on a particular topic. Typically conferences run for two weeks and have readings and a discussion associated with them. Also there is often time scheduled for familiarising yourself with the learning environments, working on assignments (which are usually related to the conferences) and for reflection. Information about what you should be doing, reading and thinking about in any week is given in the online environments.
Teaching Arrangements
This is a distance learning paper.
Textbooks
Students will be expected to access required readings via the library and the Internet and to source their own relevant readings.
Graduate Attributes Emphasised
Lifelong learning, Scholarship, Communication, Critical thinking, Cultural understanding, Ethics, Information literacy, Research, Self-motivation, Teamwork.
View more information about Otago's graduate attributes.
Learning Outcomes
Students who successfully complete the paper will
  1. Have engaged with a variety of theoretical tools and paradigms in relation to teaching practice
  2. Be able to distinguish between different research methodologies appropriate to the investigation of classroom practice and to locate themselves as teacher researchers within these
  3. Have examined ways in which theory informs practice and practice informs theory
  4. Be able to articulate the personal theories, beliefs and thinking that guide their teaching practices and engage in critical discourse on one's own practices and the practices of others to increase understanding of the social contexts of learning to teach
  5. Have developed and refined their capacity to reflect critically upon themselves as teachers within the context of contemporary research literature and practice
  6. Be able to identify and reflect upon ethical issues in practitioner research
  7. Be able to design disciplined, investigative inquiry into their own practice that can contribute to their understandings of self as teacher

^ Top of page

Timetable

Full Year

Location
Dunedin
Teaching method
This paper is taught through Distance Learning
Learning management system
Blackboard