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11729 (v.3) Ed 545 - Reflective Practitioner I
Area: | Department of Education |
Credits: | 25.0 |
Contact Hours: | 10.0 |
Individual Study: | 1 x 10 Hours Weekly |
Syllabus: | Use of action research methods to gain fresh insights and a better understanding of the teaching/learning environment in a work context. These insights extend knowledge about the role of a facilitator to meet inherent challenges and exploit the opportunities this research method offers. |
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Unit Outcomes: | On successful completion of this unit, students will have - Traced the theoretical origins of action research. Described the similarities and differences between reflective practice and action research. Described the assumptions that underpin action research. Given examples of how community based action research could be used in their teaching/learning environment. Described the action research routine. Developed an action research plan. Implemented and evaluated an action research plan. |
Texts and references listed below are for your information only and current as of September 30, 2003. Some units taught offshore are modified at selected locations. Please check with the unit coordinator for up-to-date information and approved offshore variations to unit information before finalising study and textbook purchases. |
Unit References: | Zuber-Skerritt, O. (1992), Professional development in higher education: A theoretical framework for action research. Chapter 6. London, Kogan Page. Karim, K. (2000), Assessing the strengths and weaknesses of action research. Nursing Standard, 15(26), 33-35. Dinkleman, T. (1997), The Promise of Action Research for Critically Reflective Teacher Education. Teacher Educator, 32(4), 250-274. Vaidya, S.R. (2001), Research for Classroom Teachers. Education, 122(1), 151-153. Yost, S.W., Sentner, S.M. and Forlenza-Bailey, A. (2000), An examination of the construct of critical reflection: Implications for teacher education programming in the 21st Century. Journal of Teacher Education, 51(1), 39-49. |
Unit Texts: | Stringer, E.T. (1999), Action Research (second edition), Thousand Oaks, California. Sage. |
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Unit Assessment Breakdown: | Briefing session and workshop 25%, Follow up briefing session and workshop 25%, Research proposal and independent study 50%. This is by grade/mark assessment. |
Field of Education: | 70300 Curriculum and Education Studies (Narrow Grouping) | HECS Band (if applicable): | 1 |
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Extent to which this unit or thesis utilises online information: | Fully Online | Result Type: | Grade/Mark |
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Availability
| Year | Location | Period | Internal | Area External | Central External | | 2004 | Bentley Campus | Semester 1 | | | Y | | 2004 | Bentley Campus | Semester 2 | | | Y |
Area
External | refers to external course/units run by the School or Department, offered online or through Web CT, or offered by research. |
Central
External | refers to external course/units run through the Curtin Bentley-based Distance Education Area |
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