Unit rationale, description and aim
This unit supports the ongoing induction and professional learning needs of Early Career Teachers (ECTs). Significantly, the unit design introduces ECTs to research paradigms, methodologies and methods that support critical enquiry for evidence-based practice that informs teaching and learning within classroom contexts.
The unit will consider ways to collect and use a broad range of educational and assessment data, including qualitative and quantitative, to evidence teacher performance and student learning. It will prepare ECTs for the construction and implementation of an evidence-based research project using an action research approach. It is embedded within the realities of everyday teaching and challenges the ECT to undertake substantial reflective and reflexive processes in order to consolidate and expand their professional knowledge, practice and engagement. The ECT will use this critical enquiry to further develop competencies in the alignment of curriculum, assessment, learning, and teaching for the purpose of positively influencing student learning.
The unit aims to provide ECTs with knowledge about how to collect and interpret evidence from multiple sources to undertake research-informed practice which aligns curriculum, teaching and assessment within discipline areas to improve student learning.
Learning outcomes
To successfully complete this unit you will be able to demonstrate you have achieved the learning outcomes (LO) detailed in the below table.
Each outcome is informed by a number of graduate capabilities (GC) to ensure your work in this, and every unit, is part of a larger goal of graduating from ACU with the attributes of insight, empathy, imagination and impact.
Explore the graduate capabilities.
Plan and implement a critical, ethical, evidence-b...
Learning Outcome 01
Interpret and synthesise complex information, conc...
Learning Outcome 02
Collect, critically analyse and use a variety of d...
Learning Outcome 03
Communicate the findings of their critical enquiry...
Learning Outcome 04
Content
Topics will include:
- The nature of educational research and major approaches and designs applicable to applied educational research within professional contexts
- Principles and tools for identifying and critically reflecting upon high-quality research (literature reviewing, databases, bibliographic tools, research quality)
- Critical reflective practice, covering professional practice and student learning
- The ECT's role in engaging and leading contemporary debates related to curriculum, assessment, student achievement, literacy and numeracy performance
- Practice-based enquiry, including processes and approaches to defining and justifying a research problem, researchable questions and creating a conceptual framework derived from the literature
- Data and evidence for teaching and learning; strategies to record, interpret and analyse qualitative and quantitative data relating to student learning and professional practice
- Data and evidence for teaching and learning; designing assessment practices for collecting data to evaluate student learning and student perspectives on learning
- Principles for the ethical conduct of research and enquiry, including data collection and analysis techniques commonly used in educational research
- Designing and managing projects; strategies for responding to researchable questions and organising research processes, timelines and data
- Conventions of professional academic writing, including research proposals and reports
Assessment strategy and rationale
The assessment in this unit focuses on developing knowledge and skills for the application of research to teaching and learning. The tasks are designed for ECTs to demonstrate achievement of the learning outcomes. Two assessable tasks and non-assessable formative discussions are sequenced to allow feedback and progressive development in understanding, using and undertaking educational research. ECTs develop capabilities with planning an enquiry (Task 1) and communicate implications for their practice in influencing student learning in a final research report (Task 2). ECTs also engage in formative progress discussions at various key junctures across the research project to support the preparation of tasks and implementation of the project. The tasks are weighted to reflect the significance of each task in relation to the conduct of a classroom-based enquiry with more weight given to the final reporting of the project.
ECTs studying at postgraduate level must demonstrate the academic capacity to write to the word limit in synthesising research activity for reporting purpose. Students are expected to keep within the stated word count as any text beyond the word limit will not contribute to judgements for grading against the assessment criteria.
Overview of assessments
Assessment Task 1: Proposal Develop a proposal f...
Assessment Task 1: Proposal
Develop a proposal for a pedagogical enquiry designed to interrogate effective teaching and learning to meet the identified student strengths and needs for a selected class
35%
Assessment Task 2: Project Report Present a fina...
Assessment Task 2: Project Report
Present a final project report following guidelines and conventions for reporting research.
65%
Learning and teaching strategy and rationale
Early Career Teachers (ECTs) engage in praxis-oriented learning through an action research project offered online, with support from academic and professional mentors. ECTs completing a Master's level (AQF9) initial teacher education program participate in an internship in a classroom context that supports their development as critical and reflective practitioners through induction into the teaching profession. The modularised content focuses on research and critical reflection and teacher-led research as foundational teaching practices. The content will support ECTs to design and implement action research projects in a selected area of pedagogical practice within school and classroom contexts. Each module will provide core content, relevant readings, and practical resources for applying learning to professional learning and practice. The research project will be conducted in consultation with professional and academic mentors for regular feedback discussions and proactive planning of its implementation and completion of the final report.
ECTs will generally work independently on an action research project related to their selected school and classroom context. A range of strategies support active learning, including synchronous and/or asynchronous digital consultations, online resources, a discussion forum to post questions and reflect on the content and professional learning experiences.