Universität Wien

490062 SE Forschungsmethoden: Professionsverantwortung, Evaluation und Practitioner Research (2021W)

5.00 ECTS (2.00 SWS), SPL 49 - Lehrer*innenbildung
Prüfungsimmanente Lehrveranstaltung
DIGITAL
Moodle

An/Abmeldung

Hinweis: Ihr Anmeldezeitpunkt innerhalb der Frist hat keine Auswirkungen auf die Platzvergabe (kein "first come, first served").

Details

max. 25 Teilnehmer*innen
Sprache: Deutsch, Englisch

Lehrende

Termine (iCal) - nächster Termin ist mit N markiert

  • Dienstag 12.10. 09:45 - 13:15 Digital
  • Dienstag 09.11. 09:45 - 13:15 Digital
  • Dienstag 16.11. 09:45 - 13:15 Digital
  • Dienstag 30.11. 09:45 - 13:15 Digital
  • Dienstag 14.12. 09:45 - 13:15 Digital
  • Dienstag 18.01. 09:45 - 13:15 Digital

Information

Ziele, Inhalte und Methode der Lehrveranstaltung

Title: The Professional Identity of the Teacher as Researcher.

We live in a world of complex and interconnected systems and teachers are required to act intentionally, responsibly and professionally in order to make a visible impact on the educational systems and society. This course aims at providing students with theoretical and practical tools to develop and reinforce their professional identity necessary to operate as teachers and research practitioner, including ethical skills and evaluation abilities. By adopting systems thinking in connection with participatory and action-oriented educational research, the course focuses on the role of teacher-as-researcher and change agent.
Under the supervision of the lecturer, students will learn how to ideate, design, plan, implement and evaluate a research project. The topic of the research project will be chosen by the students, suggested options are wellbeing, sustainability, global identity, social change and innovation. They will work individually and in groups to reflect on their professional identity and responsibility as they will discover systemic and participatory approaches to educational research.

The topics discussed during the course will be:
- Introduction to systems thinking and practitioner research: theory, history and epistemology
- The professional identity of the teacher as research practitioner
- The role of the teacher in the society
- The evaluation of educational research
- The responsibility of the teacher as research practitioner
- The ethical engagement of the teacher
- Case studies and simulations

This course helps students to develop the professional identity and responsibility and to connect their work to real-world problems, acquire knowledge about data collection and analysis, and increase capacities to evaluate educational research. By the end of this course, students will have acquired the following skills:
- Recognize and use basic systemic and participatory research terminology and concepts
- Understand the main factors of professional identity
- Develop awareness about the role of teachers and schools in the society
- Develop the attitude of teacher-as-researcher and change agent
- Design, analyze and evaluate research projects
- Develop ethical engagement towards educational research

Teaching method is highly interactive and participatory. Learning activities are:
- Lecture with media support on relevant theoretical concepts and empirical themes
- Plenary discussion of concrete examples, case studies and methodological procedures
- Research assignments and written elaboration (research documentation)
- Brief presentation of selected work assignments in the plenary
- Literature research and study
- Continuous work in small groups (case study)
- Pecha-Kucha presentation and discussion of the research project in plenary
- Guided work

Art der Leistungskontrolle und erlaubte Hilfsmittel

Students are expected to attend lectures and actively participate to discussions, case studies, research tasks and exercises. Moreover, students will have to hand in few assignments during the course and to develop a research project during the entire term.

Mindestanforderungen und Beurteilungsmaßstab

The students’ work will be evaluated on a scale from 0 to 100 points distributed as following:
- Attendance to the classes, class works and groupwork: 30 points.
- Two short written reports (assignments): 30 points.
- Final project ‘Educational design lab’: designing a research project: 40 points.

The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 Punkte
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 points

For the final project, students will have to apply and show proficiency with the terminology and concepts used during the course. A few options for projects will be suggested during the course.

Prüfungsstoff

All of the content covered in the course. Supporting learning material will be available on Moodle, such as presentations, papers, documents, videos, slides, reference literature.

Literatur

- Alhadeff-Jones, M. (2012). Transformative learning and the challenges of complexity. The handbook of transformative learning: Theory, research, and practice, 178-194.
- Attia, M., & Edge, J. (2017). Be (com) ing a reflexive researcher: a developmental approach to research methodology. Open Review of Educational Research, 4(1), 33-45.
- Cochran-Smith, M., & Lytle, S. L. (2015). Inquiry as stance: Practitioner research for the next generation. Teachers College Press.
- Day, C. (2018). Professional identity matters: Agency, emotions, and resilience. In Research on teacher identity (pp. 61-70). Springer, Cham.
- Francesconi, D., Symeonidis, V., & Agostini, E. (2021). Enactive Networks and Collective Agency for the Transition Toward Sustainable Development. Frontiers in Education. doi: 10.3389/feduc.2021.636067.
- Hine, G. S. (2013). The importance of action research in teacher education programs.
- Ison, R. L. (2008). Systems thinking and practice for action research. In: Reason, Peter W. and Bradbury,Hilary eds. The Sage Handbook of Action Research Participative Inquiry and Practice (2nd edition). London, UK:Sage Publications, pp. 139–158.
- Kincheloe, J. L. (2011). The knowledges of teacher education: Developing a critical complex epistemology. In Key works in critical pedagogy (pp. 227-243). Brill Sense.
- Menter, I., Elliot, D., Hulme, M., Lewin, J., & Lowden, K. (2011). A guide to practitioner research in education. Sage.
- Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
- Nieveen, N., & Folmer, E. (2013). Formative evaluation in educational design research. Design Research, 153, 152-169.
- Osberg, D., & Biesta, G. (Eds.). (2010). Complexity theory and the politics of education. Rotterdam: 24, Sense Publishers.
- Poom-Valickis, K., Rumma, K., Francesconi, D., & Joosu, L. (2017). Relations Between Student Teachers' Basic Needs Fulfilment, Study Motivation, and Ability Beliefs. The European Proceedings of Social & Behavioural Sciences, 31: 779-789. http://dx.doi.org/10.15405/epsbs.2017.10.74.

Zuordnung im Vorlesungsverzeichnis

Letzte Änderung: Fr 12.05.2023 00:27