Universität Wien

490064 SE Seminar on Research Methods: Professional Accountability, Evaluation and Practitioner Research (2022S)

5.00 ECTS (2.00 SWS), SPL 49 - Lehrer*innenbildung
Continuous assessment of course work
REMOTE
Moodle

Registration/Deregistration

Note: The time of your registration within the registration period has no effect on the allocation of places (no first come, first served).

Details

max. 25 participants
Language: German, English

Lecturers

Classes

Dienstag 15.03. 15:00 - 16:30 digital
Dienstag 22.03. 15:00 - 16:30 digital
Dienstag 29.03. 15:00 - 16:30 digital
Dienstag 05.04. 15:00 - 16:30 digital
Dienstag 26.04. 15:00 - 16:30 digital
Dienstag 03.05. 15:00 - 16:30 digital
Dienstag 10.05. 15:00 - 16:30 digital
Dienstag 17.05. 15:00 - 16:30 digital
Dienstag 24.05. 15:00 - 16:30 digital
Dienstag 31.05. 15:00 - 16:30 digital
Dienstag 14.06. 15:00 - 16:30 digital
Dienstag 21.06. 15:00 - 16:30 digital
Dienstag 28.06. 15:00 - 16:30 digital

Information

Aims, contents and method of the course

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 students, the educational system, and the society.

This course aims at providing students with theoretical and practical tools to develop and reinforce their professional identity and to operate as research practitioner. 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
- Participatory research design
- The professional identity and responsibility of the teacher as research practitioner
- The role of the teacher in the modern society
- The evaluation of educational research
- 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 on research design, and increase capacities to evaluate educational research. By the end of this course, students will have acquired the following skills:
- Design an Action-Research project
- Recognize and use basic systemic and participatory research terminology and concepts
- Understand the main factors defining the professional identity of the teacher
- Develop awareness about the role of teachers and schools in the modern society
- Develop the professional and ethical attitude of the teacher-as-researcher and change agent
- Design, analyze and evaluate research projects

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

The main language of the course is English.

Assessment and permitted materials

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.

Minimum requirements and assessment criteria

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: 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.

Examination topics

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

Reading list

- 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.

Association in the course directory

Last modified: Th 10.03.2022 14:10