Research Project
| Module title | Research Project |
|---|---|
| Module code | EXEM002 |
| Academic year | 2024/5 |
| Credits | 30 |
| Module staff |
| Duration: Term | 1 | 2 | 3 |
|---|---|---|---|
| Duration: Weeks | 8 |
| Number students taking module (anticipated) | 25 |
|---|
Module description
This level 7 module links closely with three co-requisite level 7 modules: Learning and Teaching in Further Education, Curriculum Studies and Professional Studies. This module critically evaluates theories, policies and principles for enabling inclusive learning and managing behaviour through reflexive practice and study. Communication, resources, teaching and learning strategies and organisation policies are critically analysed.
Throughout your training you will compile a Portfolio that contains evidence of achieving the Occupational Standards for teachers and trainers required by the Education and Training Foundation for recommendation for the Qualified Teacher Learning and Skills (QTLS). Successful completion of all four modules leads to the award of PGCE (Further Education and Skills).
Module aims - intentions of the module
To develop a deep and systematic understanding of the relationship between the theories and principles for enabling learning and your own practice; to enable theories and practices of behaviour management to be explored and critiqued; to critically reflect on your own teaching and learning.
Intended Learning Outcomes (ILOs)
ILO: Module-specific skills
On successfully completing the module you will be able to...
- 1. demonstrate a deep and systematic knowledge and understanding of theories and principles of learning;
- 2. demonstrate a deep and systematic knowledge and understanding of the theories and strategies of managing behaviour in learning situations
- 3. plan, conduct and critically evaluate a research project in the form of a case study with a focus on behaviour management;
ILO: Discipline-specific skills
On successfully completing the module you will be able to...
- 4. recognise learners needs and interpret these learning needs in order to successfully plan, teach, assess and critically evaluate lessons and schemes of work;
- 5. engage in critical debate about current educational issues drawing on evidence from theory, research and practice
- 6. critically evaluate the relevance of educational theory to practice;
- 7. compare, analyse and synthesise relevant educational literature and use research data in support of an argument;
- 8. critically evaluate your personal professional learning and teaching against the Occupational Standards;
- 9. independently plan your future professional development needs;
ILO: Personal and key skills
On successfully completing the module you will be able to...
- 10. demonstrate continued self-directed development through breadth of teaching practice;
- 11. reflexively evaluate access and progression in teaching practice;
- 12. manage your own learning and development;
- 13. learn effectively and be aware of your own learning strategies, with minimum guidance;
- 14. work productively in different kinds of teams (formal, informal, project based, etc.);
- 15. think creatively about the main features of a given problem and develop a range of strategies for its resolution;
- 16. effectively express ideas and opinions, with confidence and clarity, to a variety of audiences for a variety of purposes.
Syllabus plan
The module introduces you to theories of learning and behaviour management strategies in the context of teaching your chosen subject in the Further Education Sector. Whilst the module’s precise content may vary from year to year, it is envisaged that the syllabus will cover some or all of the following topics:
- Application of theories and principles of learning and communication to inclusive learning and teaching.
- Evaluation and improvement of the selection and use of teaching and learning strategies with reference to theories and principles of communication and inclusive learning.
- Application of up to date knowledge of your own specialist area to enable and support inclusive learning, following organisational, statutory and other regulatory requirements.
- Types of behaviours in a learning environment and the factors influencing them.
- Theories of behaviour management and positive interventions and preventative strategies.
- Organisational policies concerning behaviour.
- Developing a research proposal and consideration of ethical protocols.
- Research approaches, for example, developing an argument, carrying out a literature review, data collection and analysis, developing practice through a project, reflective practice, reviewing a body of knowledge, creative problem solving and analysis of research project.
Learning activities and teaching methods (given in hours of study time)
| Scheduled Learning and Teaching Activities | Guided independent study | Placement / study abroad |
|---|---|---|
| 60 | 60 | 180 |
Details of learning activities and teaching methods
| Category | Hours of study time | Description |
|---|---|---|
| Scheduled Learning and Teaching Activities | 60 | Includes group sessions, group tutorials/meetings, VLE interactions, individual tutorials and mentor meetings including discussion about professional learning; situated learning |
| Guided Independent Study | 60 | Self-directed reading related to assignment submission and classroom practice; critical reflection on professional learning. |
| Placement | 180 | A range of learning activities including: teaching practice; embedding skills learned within PGCE classes within planning; tutorials including discussion about professional learning and curriculum; peer observations; guided reflective practice and action planning; faculty staff activities including staff development |
Formative assessment
| Form of assessment | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|
| Written and oral critical reflection on professional learning | Continuous assessment of professional learning throughout the programme. | 4-14 | Verbal feedback; written feedback and action points agreed with tutor for developing teaching practice using the relevant Occupational Standards. |
| Generic assessment: meeting the minimum teaching practice requirements | Continuous assessment of professional learning throughout the programme | 1-7, 8-9, 15-16 | As above, including verbal and written feedback on teaching practice |
| Formative assessment: written task | 1,500 words | 1-8, 15-16 | Verbal and written feedback |
Summative assessment (% of credit)
| Coursework | Written exams | Practical exams |
|---|---|---|
| 100 | 0 | 0 |
Details of summative assessment
| Form of assessment | % of credit | Size of the assessment (eg length / duration) | ILOs assessed | Feedback method |
|---|---|---|---|---|
| Written assignment | 100 | 4,000 words | 1-3, 5-7, 16 | Written feedback with grade |
Details of re-assessment (where required by referral or deferral)
| Original form of assessment | Form of re-assessment | ILOs re-assessed | Timescale for re-assessment |
|---|---|---|---|
| Written assignment | Written assignment resubmission | 1-3, 5-7, 16 | See notes below |
Re-assessment notes
See Handbook - for University colleagues: http://as.exeter.ac.uk/academic-policy-standards/tqa-manual/aph/consequenceoffailure/ and for Exeter College staff and students : Postgraduate Certificate in Education (PGCE) (exe-coll.ac.uk)
Indicative learning resources - Basic reading
Core Texts
Armitage, A., Cogger, A., Evershed, J., Hayes, D., Lawes, S., Renwick, M. (2016) Teaching in post-14 education & training. (5th edn.) Maidenhead: Open University Press
Avis, J., Fisher, R., and Thompson, R. (2015) Teaching in Lifelong Learning - a guide to theory and practice. (2nd edn.) Maidenhead: Open University Press.
Bates, B. (2019) Learning Theories Simplified and how to apply them to teaching. London: Sage.
Brookfield, S. D. (2017) Becoming a Critically Reflective Teacher. (2nd edn.) San Francisco: Jossey Bass.
Cowley, S. (2014) Getting the Buggers to Behave . (5th edn.) London: Bloomsbury.
Dix, P. (2010) The Essential Guide to Taking Care of Behaviour. (2nd edn.) London: Pearson Longman.
Dweck, C. (2016) Mindset: The New Psychology of Success. New York: Ballantine Books.
Gould, J. (2012) Learning Theory and Classroom Practice in the Lifelong Learning Sector (2nd edn). London: Learning Matters Sage
Scales, P (2012) Teaching in the Lifelong Learning Sector (2nd edn). Maidenhead: Open University Press
Vizard, D. (2012) How to Manage Behaviour in Further Education. (2nd edn.) London: Sage.
Wallace, S. (2013) Managing Behaviour in Further and Adult Education (3rd edn). London: Sage
Indicative learning resources - Web based and electronic resources
https://www.et-foundation.co.uk/
ELE – https://vle.exeter.ac.uk/
Indicative learning resources - Other resources
Recommended Texts
Fairclough, M. (2008 ) Supporting Learners in the Lifelong Learning Sector. Maidenhead: OU Press.
Gregson, M. and Duncan, S. (2020) Reflective Teaching in Further, Adult and Vocational Education. (5th edn.) London: Bloomsbury
Robinson, D (2019) Classroom Behaviour Management in Further, Adult and Vocational Education: Moving Beyond Control? London: Bloomsbury
Rogers, B. (2015) Classroom Behaviour (4th edn). London:Sage
Scruton, J. and Ferguson, B. (2014) Teaching and Supporting Adult Learners (Further Education). Northwich: Critical Publishing Ltd
Wallace, S. (2013) Doing Research in Further Education and Training. London: Sage
Journals
Journal of Further and Higher Education
Journal of Vocational Education and Training
Research in Post-Compulsory Education
Studies in the Education of Adults
Teaching in Lifelong Learning
| Credit value | 30 |
|---|---|
| Module ECTS | 15 |
| Module pre-requisites | None |
| Module co-requisites | Learning and Teaching in Further Education (EXEM001) Curriculum Studies (EXEM003) Professional Studies (EXEM004) |
| NQF level (module) | 7 |
| Available as distance learning? | No |
| Origin date | 21/05/2023 |
| Last revision date | 01/08/2024 |