Key Debates and Issues for Researching Education

Code

EDUC4060

School

Education

Level

4

Credits

30

Semesters

Spring UK

Summary

In this culminating module, participants will have the opportunity to synthesise and apply the knowledge gained in the previous three modules. The module will guide participants in developing a preliminary proposal for their doctoral research project. This proposal will serve as a comprehensive outline, encompassing various essential elements such as the research focus, purpose, contextual background, relevant literature, research question/s, theoretical framework, methodological approach, and anticipated contribution. By engaging in this process, participants will further refine their research ideas and lay the groundwork for their upcoming research.

Target Students

Students registered on the EdD Professional Doctorate in Education.

Classes

This module consists of study schools and independent study. Study schools will include a variety of pedagogical approaches, for example, group activities, reading groups, presentations, short writing tasks and individual tutorials.

Assessment

• 100% Assignment: 6000 word assignment or equivalent.

Assessed by end of designated period

Educational Aims

Learning Outcomes

On completion of this module, participants will have 
A Knowledge and understanding 
A1 Mapped and understood multiple perspectives and educational debates that bear theory and practice in a specific research area
A2 Engaged with and assessed a range of perspectives on situating research agendas and problems
A3 Developed knowledge about the processes of research problematisations and building the warrant for research projects 
 

B Intellectual skills 
B1 A critical appreciation of the interrelationship between policy, professional practice, theory, and research in education 
B2 Enhanced critical expertise in understanding educational debates and issues and how research might contribute 
B3 The ability to synthesise complex material from disparate sources including knowing how to produce a written and verbal argument about a proposed research agenda 
 

C Professional practical skills 
C1 Understanding of various influences (e.g.,history, geography, culture, time, policy and disciplinarity) on what counts as educational knowledge 
C2 Improved ability to apply research evidence to professional practice. 
C3 Understanding of how to engage colleagues in well-informed debates about decisions relating to their own professional field 
 

D Transferable (key) skills 
D1 The ability to critically reflect on personal and collective professional trajectories and contexts. 
D2 The ability to read, analyse and synthesize a variety of literatures (e.g., media, professional, policy and research). 
D3 The skills to work collegially and in teams with a variety of colleagues 
D3 Inquiry based skills 

Conveners

• Professor Kathleen Pithouse-Morgan