|Course Type||Course Code||No. Of Credits|
Semester and Year Offered: Winter Semester, 2019
Course Coordinator and Team: Dr Gunjan Sharma (C), Professor AmolPadwad, and Professor BharatiBaveja
Email of course coordinator: email@example.com
Pre-requisites: It is desirable that the participants have work experience as schoolteachers
The notion of teachers as researchers has been in educational discourse at least since early 1980s. It is founded on the view that professionalism of the teacher is based on expertise in seeking to understand the world, including one’s own practice, not only on given knowledge (Stenhouse, 1983). That is, adopting a “research stance” to practice is the essence of teacher professional development and a core value underlying the concept of an autonomous teacher. This research stance becomes much more important in the context of the intensifying culture of performativity in education, as it offers teachers an opportunity to step back and reflect on action. This course adopts this understanding to facilitate teachers for inquiry in their own practice. Towards this end, the course involves engaging the participants in collectively reflecting upon the beliefs and values underlying school practice, identifying and examining issues, and designing systematic approaches of investigating and addressing these issues. In this process, the participants will think through a range of ethical considerations, perspectives and relevant theoretical frames to inform the design and implementation of short research projects. Trying out the projects (with mentorship support) and sharing the results with the colleagues for feedback will be a part of the course assessment.
Expected learning outcomes:
By the end of the course participants will be able to:
- Identify inquiry questions for research in practice settings;
- Design research project to address questions from practice;
- Implement, critically evaluate and report on the research project
Brief description of modules:
Module 1: School Experiences and Practice
This module will focus on collective reflections on school experiences of teachers especially focussing on the issues and challenges that they encounter in their schools or classroom contexts, and/or on ideas that they want to implement in practice. This will provide a context for a discussion on the approaches that individual teachers adopt or suggest adopting to overcome/understand these issues or to implement ideas in practice. The module will culminate in each group member identifying a focus area for research.
Module 2: Introduction to Research
Building on the previous module, this module focuses on introducing the participants to the concept and process of research as they begin to translate the focus area identified by them into research questions and projects. While focussing on action research, they will critically read selected researches on schools and classrooms conducted by teachers/educators, will be introduced to the relevant methods of data-collection, analysis and concepts such as praxis, reflectivity, reflexivity, validity, reliability and triangulation. By the end of this module along with formulating questions for research, the teachers would identify ways of collecting and analysing data for their research focus.
Module 3: Designing Research Study
This module will facilitate teachers to design a research study. They will work closely with their colleagues and faculty mentor(s) to refine research questions, data-collection and analysis strategies. The specific focus here would be to discuss the various ethical and methodological considerations along with the beliefs and values about education underlying the proposed projects.
Module 4: Doing Research and Sharing Findings
The participants will implement their research projects in their own schools and record the findings and their experience (especially the research challenges encountered in the implementation). These findings and experiences will be shared in a closed seminar with the group for feedback. This module will culminate in drawing inferences for practice from this process and reflections on the linkages between practice and research. The participants will identify some actionable points for implementation in their contexts.
- Participation (in-class): 15%
- Project Proposal: 30%
- Report: 30%
- Seminar Presentation: 25%
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