Module Catalogue 2024/25

Pre Requisite Comment

N/A

Co Requisite Comment

N/A

Aims

To provide a sound basis for the creation and interpretation of knowledge of relevant educational theories;

To confirm the importance of interrogating and understanding evidence-based practice and use such practice to engage with theories at the forefront of the discipline;

To demonstrate the importance of the link between epistemology, ontology and practice in order to conceptualise, design and implement Doctoral level research.

To ensure that students are able to apply theoretical frameworks and models of education research and enquiry to the professional field, with a view to generating new significant knowledge and understanding.

Work in this module consolidates and develops the knowledge base provided by research and theory in the context of application of research processes and theory within educational settings. A critical perspective will be used to consider epistemology in relation to relevant educational and psychological knowledge and theory. The range of theory includes that relating to groups, individuals and organisations, and change at these levels.

Outline Of Syllabus

A range of theoretical frameworks to structure professional practice and professional conversations, including problem-solving, consultation, appreciative enquiry and narrative practice;

Knowledge and understanding of a range of theoretical frameworks of research

The theory of education and pedagogy

Critical frameworks, drawing on cultural and social theorists

The doctoral level of this module comes from the requirement to critically engage with a range of epistemological frames (not merely methodological ones) both in a reflective and reviewing perspective and in relation to the proposed research.

Intended Knowledge Outcomes

Knowledge of relevant educational theories, understanding and research that may inform effective professional practice;

Relevant bodies of knowledge that may be applicable across a range of educational settings in work with children, young people, their parents, carers and teachers;

Knowledge and understanding of a range of frameworks to structure professional practice and professional conversations, including problem-solving, consultation, appreciative enquiry and narrative practice;

Knowledge and understanding of a range of theoretical frameworks of research and a range of different research methodologies.

Intended Skill Outcomes

- The ability to apply educational knowledge, understanding and research to effective professional practice;
- The ability to make use of relevant bodies of knowledge across a range of educational settings in work with children, young people, their parents, carers and teachers;
- The ability to maintain an informed and critical stance toward presented problems.

Teaching Rationale And Relationship

Lectures and small group teaching provide presentation and discussion of epistemology, research methods and acquired knowledge to put the theory into practice. This practical element is supported through seminar discussion to encourage learning across these different contexts and to promote critical engagement with the evidence. Supported self-study materials provided will include interactive electronic elements and guidance on fieldwork in classrooms. The poster event provides opportunity for discussion of research plans with feedback from peers, module leader and other lecturers as available.

Assessment Rationale And Relationship

The purpose of this assignment is to provide evidence that the trainee has considered all relevant ascertainable issues prior to embarking on research that will be reported in the thesis.

General Notes

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