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Assisgnment Guidelines

The document provides guidance for writing sections of an assignment on a practitioner enquiry proposal. It outlines what should be included in the introduction, annotated bibliography, proposal, and reflection sections. The introduction should briefly explain the focus of the enquiry and research question. The annotated bibliography should summarize key messages from literature and discuss an initial theory. The proposal describes a potential intervention and how it would be evaluated. The reflection discusses what was learned about developing teacher knowledge through undertaking the enquiry process.

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justsally
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10 views2 pages

Assisgnment Guidelines

The document provides guidance for writing sections of an assignment on a practitioner enquiry proposal. It outlines what should be included in the introduction, annotated bibliography, proposal, and reflection sections. The introduction should briefly explain the focus of the enquiry and research question. The annotated bibliography should summarize key messages from literature and discuss an initial theory. The proposal describes a potential intervention and how it would be evaluated. The reflection discusses what was learned about developing teacher knowledge through undertaking the enquiry process.

Uploaded by

justsally
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF, TXT or read online on Scribd
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Section 1 • Keep the introduction brief: two paragraphs is fine.

Introduction • Explain the focus for the enquiry (this must relate to one of the teacher
knowledge areas covered during RELLT): why have you chosen this? How will
exploring this support your developing teacher knowledge and pedagogic
reasoning?
• Keep the enquiry focus narrow rather than too broad and be as specific as
you can be rather than being vague. The focus will inevitably be sector
specific (primary or secondary). It may also be related to a particular
curriculum area or aspect of secondary subject teaching, or it may be
something that is applicable across all areas of your teaching (for example
universal design for learning).
• Is there policy to mention? If so, mention this here.
• End by telling us the research question you have created to explore the focus
area.

Section 2 • Begin by telling us the search terms you used to look for literature and
where you looked (which search engines).
Annotated
• Summarise what the key messages seem to be arising from the 4 articles you
bibliography have annotated and what is the initial theory that you have generated
about your focus area based on the literature. Your assignment must let us
know what this initial theory is – the point of RELLT is to develop your
ability to theorise from practice.
• Present the annotated bibliography: it is an analytic style of AB - how to do
this is discussed in the second half of the lecture (Scholarship and the
annotated bibliography: moodle section Teacher Knowledge 4: week
beginning 9 October).
• It is not acceptable to simply restate the abstract of an article: bibliographies
which do this, or which copy and paste text from the article to form the
annotation, are in danger of plagiarising the original article.

Section 3 • This section should outline any intervention you would make based on your
literature review together with any ‘noticing’ and reflection done during
Practitioner placements 1. (The intervention is simply the change you would make to
enquiry teaching and learning – it must be evidence-informed rather than something
proposal you ‘think’ would ‘work’.)
• You should say what the intervention is and what is the pedagogical
reasoning underpinning this (see teacher knowledge 1: week of 28 Aug-2
Sept). The assignment must be clear and explicit about your pedagogical
reasoning since the point of the RELLT course is to help you develop
pedagogical reasoning.
• Explain what data you could gather to explore your research question and
evaluate your intervention. Explain how you would analyse the data, and any
ethical considerations you would make to ensure an ethical approach was
taken throughout. You should not state what you expect to find or
speculate as to what the findings might be.
• At all points this discussion should be underpinned by references to
methods literature (see the reading list in the assignmnent support section
of moodle).

2|P age
Section 4 • Reflect on what you have learned about pedagogical reasoning and
theorising to develop professional knowledge through the enquiry process.
Reflection Even though you have not carried out the enquiry in full, you have
undertaken a significant amount of the enquiry process in developing your
enquiry proposal, carrying out the annotated bibliography, and reflecting on
practice.
• As part of this reflection, make some links to literature about classroom
enquiry – there is literature on enquiry for you to read about this in the
reading list. What does the literature say enquiry is helpful for in terms
of professional development and practice? What are your views on these
claims? To what extent has enquiry helped you to develop pedagogical
reasoning and to take an evidence-led approach to practice?
• Don’t tell us what you want us to hear: give an authentic response – it needs
to be about your own learning and provide a reflection on your learning
rather than providing a formulaic response.
• There is no need for a separate conclusion.

3|P age

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