490180 SE Seminar on Research Methods: Professional Accountability, Evaluation and Practitioner Research (2024W)
Continuous assessment of course work
Labels
REMOTE
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).
- Registration is open from Mo 02.09.2024 09:00 to Mo 16.09.2024 09:00
- Registration is open from Tu 24.09.2024 09:00 to Mo 30.09.2024 09:00
- Deregistration possible until Fr 18.10.2024 12:00
Details
max. 25 participants
Language: German, English
Lecturers
Classes (iCal) - next class is marked with N
- Friday 18.10. 14:00 - 20:15 Digital
- Saturday 19.10. 10:00 - 13:15 Digital
- N Friday 15.11. 14:00 - 20:15 Digital
- Saturday 16.11. 10:00 - 13:15 Digital
Information
Aims, contents and method of the course
Assessment and permitted materials
Students are required to attend lectures and actively participate in discussions, case studies, research tasks, and exercises. Additionally, students are expected to submit one assignment and develop a research project throughout the duration of the course.
Minimum requirements and assessment criteria
The students’ work will be evaluated on a scale from 0 to 100 points distributed as following:
- Attendance and participation to the classes, class work and groupwork : 20 points.
- One written report (first assignment): 30 points.
- Final project (second assignment): 50 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 points
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency regarding terminology and concepts used during the course. A few options for the topics of the final projects will be suggested during the course.
- Attendance and participation to the classes, class work and groupwork : 20 points.
- One written report (first assignment): 30 points.
- Final project (second assignment): 50 points.The final grading:
- 1 (sehr gut): 89-100 points
- 2 (gut): 76-88 points
- 3 (befriedigend): 63-75 points
- 4 (genügend): 50-62 points
- (nicht genügend): 0-49 pointsFor the final project, students will have to apply and show proficiency regarding terminology and concepts used during the course. A few options for the topics of the final projects will be suggested during the course.
Examination topics
Examination is based on attendance and participation to the classes, class work and groupwork, plus the first and second assignment. The two assignments will be handed in in written form. Oral examination is possible upon students' request. Students are required to be familiar with all the content and material presented during the course. Supporting learning material such as presentations, papers, documents, videos, slides, and reference literature will be available on Moodle.
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.
- Biesta, G. (2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational theory, 70(1), 89-104.
- 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.
- Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23 (2), 151-163.
- 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.
- Knight, P. (2002). A systemic approach to professional development: learning as practice, Teaching and Teacher Education, 18 (3): 229-241.
- 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.
- 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.
- Biesta, G. (2020). Risking ourselves in education: Qualification, socialization, and subjectification revisited. Educational theory, 70(1), 89-104.
- 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.
- Hine, G. S. (2013). The importance of action research in teacher education programs. Issues in Educational Research, 23 (2), 151-163.
- 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.
- Knight, P. (2002). A systemic approach to professional development: learning as practice, Teaching and Teacher Education, 18 (3): 229-241.
- 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: Fr 18.10.2024 11:06
Students will be guided in developing and reinforcing their professional identity as research-practitioners, capable of combining specific educational theories with didactical strategies, while remaining open to continuous learning and experimentation.Throughout this seminar, students will explore Participatory Action Research as a practical tool for teachers to gain insights into their specific educational contexts. They will also become acquainted with scientific tools and strategies essential for teachers, such as scientific literature databases, publications, and conferences. Additionally, students will examine the concept of "learnification" (Biesta, 2020) and will be encouraged to critically engage with big data sources (e.g., OECD PISA and IEA TIMSS & PIRLS) and artificial intelligence applications (e.g., lesson preparation, evaluation).Under the guidance of the lecturer, students will conceptualize, design, and plan a research project based on their own interests. The topic of the research project will be chosen by the students in collaboration with the lecturer. Throughout this process, students will work both individually and in groups to reflect on their professional identities and social responsibilities.Specific topics of the course are:
- Introduction to Action-Research: history and theory.
- Participatory research.
- Action-Research design.
- Teachers and the educational big data
- Teachers and the AI
- The professional identity and responsibility of the teacher-as-researcher.
- The role of the teacher in modern society.Students will acquire the following skills:
- Designing Action-Research projects.
- Recognizing and using basic systemic and participatory research terminology, concepts and tools.
- Understanding the main factors that define the professional identity of the teacher.
- Developing awareness about the role of teachers in modern society.
- Developing the professional and ethical attitude of the teacher-as-researcher.
- Making proper use of educational big data and AI in their work and research.The 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, simulations, and methodological procedures.
- Research assignments and written elaboration.
- Brief presentation of selected work assignments.
- Literature research and review.
- Continuous work in small groups.
- Guided work.The primary language of instruction for this course is English, German language is also possible.The use of Artificial Intelligence for written works throughout the seminar and for the final project is permitted, provided it is shared with the lecturer.