Reference no: EM133024547
EDMAS6027 Inquiry into Practice
Purpose:
The purpose of this task is to introduce the key concepts that relate to an inquiry stance and how this relates to the evaluation of teaching programs and the improvement of student learning.
Task Detail:
In this task students will construct an argument in writing that could be presented to faculty members in a school who are debating about ways to deepen their professional learning and students' learning in classrooms. The argument should aim to convince colleagues to embed practitioner inquiry into their work. Students should demonstrate that they understand the nature of practitioner inquiry and its value. They should show clear and well-developed understandings of what it means to take an ‘inquiry stance' in relation to teachers' professional learning and the work teachers do to enhance students' learning. Students should be able to make links between the idea of taking an ‘inquiry stance' and the Dispositions for Teaching Framework. The argument should identify three key points related to the value of conducting practitioner inquiry and use research literature to support each key point. Students should also demonstrate that they are aware of the challenges associated with working in these ways in school contexts. They should explain what stands in the way of schools creating a culture where practitioner inquiry is embedded. Where possible, suggested solutions can be provided for dealing with challenges. Overall, students should demonstrate their capacity to use language and research to thoughtfully and clearly construct an argument leading to positive change in schools.
Assessment Criteria:
Your work will be assessed according to the extent to which your writing demonstrates that you:
1. Understand the concept of developing an ‘inquiry stance' in teaching and what it means to conduct practitioner inquiry.
2. Convincingly use key arguments to support the inclusion of practitioner inquiry in a school's culture.
3. Understand some of the key challenges related to embedding practitioner inquiry into schools and provides suggestions for dealing with challenges.
4. Use personal voice and persuasive language to effectively argue a point of view related to education.
Assessment Task 2 - Practitioner Inquiry Proposal
Purpose:
The purpose of this task is to create a viable proposal for a practitioner inquiry to be conducted while on final placement (Primary and Secondary Students) or while on your Infant and Toddler placement (Early Childhood Students)
Task Detail:
In this task PSTs will develop a proposal for a practitioner inquiry that is grounded in a sound
theoretical basis and is feasible to complete within the limitations of the placement. The components that it must address are:
• How the proposed inquiry will improve student learning and classroom practice.
• The personal and professional motivations for conducting the inquiry,
• A brief review of the literature as it relates to the inquiry topic,
• Ethical approaches to classroom inquiry,
• The methodological approaches that will be used,
• How the proposed inquiry links to graduate standards,
• How the proposal has been shaped by peer feedback,
The task will be written in the format of a formal proposal using the above components as key headings.
Assessment Criteria:
Your work will be assessed according to the extent to which your inquiry proposal demonstrates:
1. Identification of personal and professional motivations
2. Use of literature to contextualise inquiry proposal
3. Understanding and application of the key principles described in codes of ethics and conduct for the teaching profession
4. Understanding of the role of the Australian Professional Standards for Teachers
5. A broad knowledge of strategies that can be used to evaluate teaching programs to improve student learning
6. Construction of a cohesive, fluent, well expressed written response that uses correct referencing according to APA, and demonstrates a constructive response to feedback
Attachment:- Inquiry into Practice.rar