Universität Wien
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490014 SE Seminar on Research Methods: Professional Accountability, Evaluation and Practitioner Research (2024W)

5.00 ECTS (2.00 SWS), SPL 49 - Lehrer*innenbildung
Continuous assessment of course work
We 16.10. 16:45-20:00 Seminarraum 17, Kolingasse 14-16, OG02

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Details

max. 25 participants
Language: English

Lecturers

Classes (iCal) - next class is marked with N

16.10.2024, Wednesday 16.45 to 20.00 Seminar room
30.10.2024, Wednesday 16.45 to 20.00 Seminar room
13.11.2024, Wednesday 16:45 to 20:00 Seminar room
27.11.2024, Wednesday 16:45 to 20:00 Seminar room
11.12.2024, Wednesday 16:45 to 20:00 Seminar room
15.01.2025, Wednesday 16:45 to 20:00 Seminar room

  • Wednesday 30.10. 16:45 - 20:00 Seminarraum 17, Kolingasse 14-16, OG02
  • Wednesday 13.11. 16:45 - 20:00 Seminarraum 17, Kolingasse 14-16, OG02
  • Wednesday 27.11. 16:45 - 20:00 Seminarraum 17, Kolingasse 14-16, OG02
  • Wednesday 11.12. 16:45 - 20:00 Seminarraum 17, Kolingasse 14-16, OG02
  • Wednesday 15.01. 16:45 - 20:00 Seminarraum 17, Kolingasse 14-16, OG02

Information

Aims, contents and method of the course

In this seminar, the fundamental principles, theoretical framework, and practical tips for action research will be discussed. Subsequently, students will be asked to design an action research project on digital transformation. This seminar plans to use the Digital Life MOOC series, which addresses the digital transformation. Students will identify a problem related to digital transformation observed in their schools or real-life contexts, analyze it within the action research framework, and prepare a small-scale research project. For their research problems, students will use the Digital Life 1 to 5 MOOC series on the iMoox platform- https://imoox.at/series/digi - which includes the course materials on the impact of digital transformation. Students will gain experience in small-scale data collection and analysis related to digital transformation and its implications in schools. By the end of the course, students will be expected to present a scientific study. Students will collaborate with peers and reflect on the action research process, sharing insights and receiving feedback to improve their research practice. Students will integrate theoretical knowledge with the practical application of teacher action research, bridging the gap between understanding and doing within the context of digital transformation in education.
At the end of the course, students will be able to:
• understand fundamental principles and theoretical framework of teacher action research
• design and implement a small-scale action research project, including formulating a research question and developing a research plan.
• identify and analyze a research question related to digital transformation in educational or real-life contexts based on action research as a paradigm.
• effectively use the Digital Life MOOC series to support their research on digital transformation
• conduct small-scale data collection and analysis and present the findings within the scope of their teacher action research projects.

Assessment and permitted materials

Regular participation is required for a positive overall result. All partial performances must be positively assessed.
The final grade will be a weighted average of the following components:
1. Reading responses (30%)
2. Active participation in discussion and peer feedback (30%)
3. Final paper (40%)

Minimum requirements and assessment criteria

Regular participation (compulsory attendance) is required for a positive overall result. All partial performances must be positively assessed.
For a positive evaluation of the course, 60 points are required.
1. 100-90 points (very good)
2. 89-81 points (good)
3. 80-71 points (satisfactory)
4. 70-60 points (sufficient)
5. 59-0 points (insufficient)

Examination topics

All assignments and the final essay will rely on research questions related to the Digital Life MOOC series and the assigned readings. The evaluation criteria will be based on the quality of their design and implementation of teacher action research, clarity of writing, and engagement with the relevant material.

Reading list

Reading list:
- Pine, G. J. (2009). Teacher action research: Building knowledge democracies. SAGE Publications, Inc., https://doi.org/10.4135/9781452275079
-Greenwood, D. J., & Levin, M. (2007). Introduction to action research. SAGE Publications, Inc., https://doi.org/10.4135/9781412984614
- Mertler, C. A. (2009). Action research: Teachers as researchers in the classroom. Sage.
- Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23 (2), 151-163.
-Kincheloe, J.L. (2002). Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment (2nd ed.). Routledge. https://doi.org/10.4324/9780203497319
- 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.
- Lewin, K. (1946) Action Research and Minority Problems. Journal of Social Issues, 2, 34-46.
http://dx.doi.org/10.1111/j.1540-4560.1946.tb02295.x

Association in the course directory

Last modified: Th 19.09.2024 14:06