EDF5695 - Self-study as professional inquiry - 2017

This unit positions students as professional inquirers into their practice and presents self-study as an approach through which they may inquire into their practice in rigorous ways. Self-study involves systematic examination of one's own professional practice in order to gain greater understanding, and to make changes that enhance practice. The unit introduces self-study as a research approach for professional/practitioner inquiry. Its features are distinguished, including its qualitative nature and its philosophical standpoints on what counts as 'knowledge' for research purposes. Students identify the forms of data collection and analysis that may be suitable for inquiring into one's own practice. These are applied as students plan to conduct their own small-scale self-study project through which they deepen their learning around their personal and professional identity, their ethical responsibilities and collaborative engagement. The self-study project plan focuses on approaches to interpretation, and how to systematically improve practice within a particular professional context.

Upon successful completion of this unit students should be able to:

1. identify key aspects of self-study research
2. distinguish between self-study research and other forms of inquiry
3. appreciate professional inquiry as a dimension of professional practice
4. identify a research problem/question through inquiry into their own professional practice/context
5. construct a review of literature relevant to their practice inquiry
6. plan an approach to professional inquiry that draws on data and proposes forms of analysis and improvement.

Self-study activities (1600 words, 20%)

Literature search and review (3200 words, 40%)

Self-study plan (3200 words, 40%)

Flexible mode offers a stand-alone online offering that allows students to learn and engage in content and assessment in a supported way. It also provides a face-to-face component of 12 hours over the semester to engage students with the online learning content, which students can attend if they are able and interested.

Minimum total expected workload equals 288 hours per semester comprising:

1. Contact hours for flexible students:
   • 12 contact hours and 24 hours equivalent of online activities over the semester or
   • 36 hours equivalent of online activities over the semester
2. Additional requirements (all students):
   • independent study to meet the minimum required hours per semester

See also Unit timetable information

Dr Judith Williams

Option for Master of Education in:

Adult learning

Digital learning

Early childhood education

Educational leadership and policy

Expert teaching practice

General education studies

Inclusive and special education

TESOL

Elective for Master of Teaching in:

Early years education

Primary education

Secondary education