ED5985 - Teachers as Researchers for Learning and Change
| Credit points: | 03 |
| Year: | 2019 |
| Student Contribution Band: | Band |
| Administered by: |
This subject develops expert, specialised cognitive and technical skills in research and fosters a critical epistemological disposition. The subject provides a specific overview of quantitative and qualitative approaches to education research. It also explores the theoretical and philosophical assumptions underpinning different research approaches, and the significance of research in informing professional practice and ethics. The subject assures graduate student teachers' (GST) ability to apply knowledge of research principles, methods, techniques and tools to plan and execute a place-based professional inquiry project. These skills and knowledge demonstrate GSTs' ability to exercise expert judgement independently about education research, policies and strategies that inform, as well as form, their professional practice and engagement.
Learning Outcomes
- Demonstrate an advanced and integrated understanding and application of knowledge of research principles, methods, ethics, techniques and tools to plan and execute a substantial research-based project research;
- Demonstrate an expert, specialised cognitive and technical skills that enable teacher graduates to independently and critically analyse education research and policy texts, especially as applicable to the planning for, and teaching of diverse learners;
- Demonstrate critical epistemological dispositions necessary to constructively engage with education research, policies and strategies that form and inform their professional practice and engagement, especially in the designated assessments of this subject - presentation, proposal and peer review.
Availabilities | |
| Townsville, , Study Period 2 | |
| Census Date 29-Aug-2019 | |
| Contact hours: |
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| Assessment: | presentations (25%); peer review (25%); assignments (50%). |
| Cairns, , Study Period 2 | |
| Census Date 29-Aug-2019 | |
| Contact hours: |
|
| Assessment: | presentations (25%); peer review (25%); assignments (50%). |
Note: Minor variations might occur due to the continuous Subject quality improvement process, and in case of minor variation(s) in assessment details, the Subject Outline represents the latest official information.