Action research: The design and carrying out a small-scale teacher research study

General data

Course ID:	2300-GPTE-CM3-TAR
Erasmus code / ISCED:	(unknown) / (unknown)
Course title:	Action research: The design and carrying out a small-scale teacher research study
Name in Polish:	CM3 - Action research: The design and carrying out a small-scale teacher research study
Organizational unit:	Faculty of Education
Course groups:
ECTS credit allocation (and other scores):	(not available) Basic information on ECTS credits allocation principles: the annual hourly workload of the student’s work required to achieve the expected learning outcomes for a given stage is 1500-1800h, corresponding to 60 ECTS; the student’s weekly hourly workload is 45 h; 1 ECTS point corresponds to 25-30 hours of student work needed to achieve the assumed learning outcomes; weekly student workload necessary to achieve the assumed learning outcomes allows to obtain 1.5 ECTS; work required to pass the course, which has been assigned 3 ECTS, constitutes 10% of the semester student load.
Language:	English
Type of course:	obligatory courses
Mode:	Classroom Classroom and field classes
Short description:	(in Polish) Participants in this course will engage in exploration of action research in theory and practice in the field of language teaching and early education. The course will acquaint students with a variety of approaches to action research. Student teachers will be encouraged to make connections between their understandings of research of early language teaching and their own emergence as practitioner researchers in educational settings. The aim of the course is to prepare participants to view themselves as knowledge producers who are able to learn about their teaching and their students by studying their own experiences.
Full description:	(in Polish) During the course, student teachers will have the opportunity to identify an education problem/puzzle in their teaching practice, make a plan, gather and analyze data as they carry it out, report results, and develop implications for their future teaching. Course Topics: AR methodology and research methods Comparison between teacher reflection and teacher research Framing the teacher-research cycle? The five propositions about teacher research (Freeman, 1998) The five propositions about learners (Allwright &Hanks, 2009) Who are the participants of the teaching process? What does it take to involve others into research? Introduction to Research Journals Active Listening and how can become an engaged listener Research questions, puzzles—how do narrow down? Types of research questions? Review of the experiences. Conducting Investigations Review of the experiences Narrowing down the initial puzzle Examples of research questions How to ask, articulate a puzzle? Data collection methods in AR How to include the learner and data collection to include the learners Data analysis How to make sense of your data? Writing down research findings and the implications How to publish PR research
Bibliography:	(in Polish) Allwright, D., Hanks, J. (2008). The Developing Language Learner. An introduction to Exploratory Practice. Burns, A. (1999). Collaborative Action Research for English Language Teachers. Cambridge University Press. Delgado-Gaitan, C. (1993). Researching change and changing the researcher. Harvard Educational Review, 63, 389-411. Freeman, D. (1998). Doing Teacher Research. From Inquiry to Understanding. Newbury House Teacher Development. https://www.youtube.com/watch?v=U4kLZLhxWz Kemmis, S., & McTaggart, R. (2000). Participatory action research. In N.K. Denzin & Y.S. Lincoln (Eds.), The handbook of qualitative research. Thousand Oaks, CA: Sage Publications, Inc. Nyden, P., & Wievel, W. (1992). Collaborative research: Harnessing the tensions between researcher and practitioner. The American Sociologist, 23, 43-55.
Learning outcomes:	(in Polish) Knowledge  Students will be familiar with a diversity of approaches to action research  Students will know the necessary steps needed for developing an action research project  Students will know the variety of data collection methods for action research Skills  Students will be able to identify a research area and research questions  Students will be able to keep an action-research journal of observations  Students will be able use data collection and analysis methods appropriate to AR  Students will be able to analyze the data and articulate the research findings  Students will be able to name some implications for the study Attitudes  Students will be able to participate in a community of practice as they grow in their understanding of action research,  Students will be able to continuously reflect on their own research project as well as the research project of their peers
Assessment methods and assessment criteria:	(in Polish) 1.Attendance and Participation: Students expecting to receive course credit will need to attend all (or nearly all) classes, work their way through the suggested readings, and complete several assignments. In addition, students are expected to actively participate in class. 2) Weekly Assignments: Assignments will be given each week. Some will be reading/writing assignments, others will require gathering, analyzing, and summarizing data. Occasionally, a quiz will be given in place of a weekly assignment. 3) Class presentation: Each student will be expected to give a 20 minute presentation of their PR. Students are expected to follow the task 2 description. 4) Research Journal: In addition to the Participatory Research Proposal, students are expected to turn in the research journals

This course is not currently offered.

Course descriptions are protected by copyright.
Copyright by University of Warsaw.