Course Catalogue

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The curriculum enquiry strand of the MEduc programme develops students understanding of and ability to critically enquire into both pedagogical content knowledge and their practice in general. In this strand Shulman's pedagogical content knowledge encompasses the areas of overlap between subject content knowledge and pedagogy (approaches to teaching, assessment and feedback) which are specific to curriculum subject areas. It encompasses the 'what' and 'how' of teaching particular curricular areas as well as the 'why'. As such the emphasis placed on these different aspects will differ between curricular areas. The students enquiry skills are developed in the context of curriculum in years 1 - 4 and develop the foundations for enquiry into their practice throughout their careers. For students continuing to year 5, the enquiry skills developed through years 1 - 4 are both broadened and deepened through an application to other areas of practice and other forms of professional enquiry cumulating in an enquiry into their practice in the form of a major dissertation.

This course comprises a rotation of circular area seminars addressing the final subject specific PCK features of the curriculum enquiry strand and connecting those to previous PCK features. It also comprises lectures and seminars introducing students to action research as an approach to enquire into their practice. This is an SCQF level 10 course and as such the knowledge and understanding should cover and integrate most of the principal theories and features of PCK as well as a critical understanding of them. It also involves a knowledge and understanding of a range of techniques of enquiry (literature reviewing and action research) and practising these in the context of developing a proposal for an enquiry into practice in a curriculum area. In both the curricular area seminars and the enquiry inputs students will make use of their generic cognitive skills of to demonstrate some originality and creativity in considering professional issues.

For example:

The two science seminars could explore progression in children's learning in science which would revisit the primary science distinctive PCK features of knowledge of curriculum and knowledge of student understanding. Students could generate their own theories around indicators of progression in science learning from experience of the previous science inputs, compare and contrast these with academic literature and critique opportunities for progression within the science Es and Os and significant aspects of learning frame works.

Blend of lectures, seminars, workshops.

Mandatory Entry Requirements

D3 in Curriculum Enquiry 3

None

None

Assessment

This course will be assessed by a written assignment which is a 2000 word action research enquiry proposal. 

Students will be offered the opportunity to indicate the areas in which feedback would most benefit them (within the existing framework of marking criteria).

Reassessment

In accordance with the University's Code of Assessment reassessments are normally set for all courses which do not contribute to the honours classifications. For non honours courses, students are offered reassessment in all or any of the components of assessment if the satisfactory (threshold) grade for the overall course is not achieved at the first attempt. This is normally grade D3 for undergraduate students, and grade C3 for postgraduate students. Exceptionally it may not be possible to offer reassessment of some coursework items, in which case the mark achieved at the first attempt will be counted towards the final course grade. Any such exceptions are listed below in this box.

The aim of this course is twofold. First, to help develop your confidence and competence in undertaking a small-scale action research form of practitioner enquiry in a curricular context. This contributes to your ability to overtake the 'how to engage appropriately in the ethical investigation of practice' aspect of GTCS standard 2.1.2 for provisional registration and to continue to improve your practice throughout your career for the benefit of the learners in your care. Second, to expand your critical understanding of pedagogical content knowledge in curricular areas so that you are able to integrate principle theories and features of pedagogical content knowledge within a curricular context. This contributes to your ability to overtake aspects of GTCS standards 2.1.1, 2.1.3 and 2.1.4 and to plan effective teaching, assessment and feedback for learners in your care.

By the end of this course students will be able to:

1. Critique the role that small-scale action research enquiry can play in the professional development of both newly qualified and experienced classroom teachers.

2. Design a small-scale action research enquiry that could be undertaken over an academic year by a newly qualified classroom teacher.

3. Defend the curricular focus of the enquiry and the chosen PCK focus of the enquiry.

4. Outline the ethical issues associated with a newly qualified teacher undertaking small-scale action research in their own classroom.

Students must submit at least 75% by weight of the components (including examinations) of the course's summative assessment.