EDU8010 : EdD Core Module 1 Practices of Inquiry: Introduction to Epistemological and Methodological Considerations through Self-reflection and Peer Interviewing (Inactive)
- Inactive for Year: 2024/25
- Module Leader(s): Dr Pamela Woolner
- Owning School: Education, Communication & Language Sci
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 1 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Aims
The aim of this module is to introduce doctoral students to a form of ethnographic practice and to the pragmatic theoretical and ethical considerations of interviewing. While most students will have had some generic research methods input, this module, with its focus on self-study and collaborative practice, will provide a space for reflective development as well as an iterative focus on research design and modes of analysis.
Outline Of Syllabus
Pre-course requisite: Written biography describing personal pathway to doctoral study.
Introductory Online Session: Introduction to the module; clarifying biography task.
Session 1: Discussion of positioning and use of own experience; introduction to auto-ethnography.
Between session activity: Dyadic interviews conducted, reflective writing on the experience of process
Session 2: Collaborative review of process; Introduction to modes of analysis (qualitative, quantitative, mixed methods) for texts, audio and transcripts.
Between session activity: Texts, audio and transcripts analysed.
Session 3: Presentations of analysis, participant validation, reflections on ethics and validity.
Closing Online Session: Discussion of issues students would like to explore further (e.g. impact of mediation in interview, iterative interviewing, visual methods). Identifying the focus of the reflective assignment.
Assessment: Formative assessment will be available from the academic facilitator in every session, peer assessment and feedback will for part of the second and third sessions.
Summative assessment will be an assignment: A reflection on the learning generated about the account an individual gives of their experience, focusing on either auto-ethnography, interview practices or analysis issues (2,500 words).
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 3 | 1:00 | 3:00 | N/A |
| Guided Independent Study | Assessment preparation and completion | 1 | 20:00 | 20:00 | N/A |
| Guided Independent Study | Directed research and reading | 1 | 12:00 | 12:00 | Analysis |
| Structured Guided Learning | Structured research and reading activities | 2 | 5:00 | 10:00 | Reading around and reflecting on interviewing and analysis |
| Scheduled Learning And Teaching Activities | Workshops | 3 | 1:00 | 3:00 | N/A |
| Guided Independent Study | Reflective learning activity | 1 | 4:00 | 4:00 | Writing biography |
| Scheduled Learning And Teaching Activities | Drop-in/surgery | 1 | 1:00 | 1:00 | Closing Session: Synchronous online timetabled |
| Guided Independent Study | Student-led group activity | 1 | 10:00 | 10:00 | Interviewing and Transcribing |
| Guided Independent Study | Independent study | 3 | 12:00 | 36:00 | Reading on chosen focus |
| Scheduled Learning And Teaching Activities | Module talk | 1 | 1:00 | 1:00 | Introductory Session: Synchronous online - timetabled |
| Total | 100:00 |
Teaching Rationale And Relationship
The module centres on the discovery, through practice, of issues relating to the account an individual gives of their experience which will be relevant to students’ own research projects and to their reading of other research. It is particularly important for their developing understanding that they experience being researcher and also being researched. Starting from biographical accounts of the student’s own experience coming to the EdD makes the module immediately accessible, but the iterative pattern of action and reflection will enable rapid development of a sophisticated understanding. There is a balance between the transmission of methodological expertise with paired activity and independent learning. Key outcomes are critical thinking and personal autonomy as a researcher, so the framework for teaching and assessment reflects this.
Assessment Methods
The format of resits will be determined by the Board of Examiners
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Report | 1 | M | 100 | 2500 words |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Reflective log | 1 | M | Reflections on writing experience, interviewing and analysis |
| Report | 1 | M | Reports to peers on interviewing and analysis |
Assessment Rationale And Relationship
N/A
Reading Lists
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- EDU8010's Timetable