COURSE UNIT TITLE

: ACTION RESEARCH IN TEACHER EDUCATION

DEGREE PROGRAMMES

Description of Individual Course Units

Course Unit Code Course Unit Title Type Of Course D U L ECTS
EBE 6016 ACTION RESEARCH IN TEACHER EDUCATION ELECTIVE 3 0 0 5

Offered By

Institute Of Education Sciences

Level of Course Unit

Third Cycle Programmes (Doctorate Degree)

Course Coordinator

PROFESSOR DOCTOR MEHMET ŞAHIN

Offered to

Educational Technologies
Geography Teacher Education
PAINTING- CRAFTS TEACHER EDUCATION
Educational Technology
Curriculum and Instruction
Social Studies Education
Primary Teacher Education
Turkish Language and Literature Teacher Education
Special Education
ELEMENTARY MATHEMATICS TEACHER EDUCATION
Mathematics Teacher Education
Chemistry Teacher Education
History Teacher Education
Physics Teacher Education
Guidance and Psychological Counseling
Music Teacher Education
Educational Administration and Supervision
Science Teacher Education
Biology Teacher Education
TURKISH LANGUAGE TEACHER EDUCATION

Course Objective

Introduction to the theory and practice of action research. Basic concepts and methods. Teachers in/and action research. Provides graduate students with opportunities to review the literature on action research and to develop basic skills in quantitative and qualitative data generation, analysis and interpretation. Participants analyze action research reports and engage in a small-scale action-research project. The focus of the course wıll be on teacher education.

Learning Outcomes of the Course Unit

1   Identify the theoretical foundations of Action Research.
2   Develop a professional orientation toward the practice of Action Research.
3   Collaborate with other students in an Action Research.
4   Consider and include ethical standards related to Action Research.
5   Develop an Action Research Plan.

Mode of Delivery

Face -to- Face

Prerequisites and Co-requisites

None

Recomended Optional Programme Components

None

Course Contents

Week Subject Description
1 Course Introduction
2 What is action research How it AR different from other more traditional forms of educational research What is the relationship between theory and practice for action researchers
3 What are the different types of action research How can we evaluate the merits of these different types of action research ACTION RESEARCH PROJECT - Identify Problem/Area of Focus
4 What are the historical and theoretical foundations of action research How can understanding these foundations prepare us in becoming action researchers ACTION RESEARCH PROJECT - Develop Research Question
5 What are the benefits of action research for teacher professionalism Why is it important to involve teachers as collaborative partners in research endeavors ACTION RESEARCH PROJECT - Develop Research Plan
6 In what ways does action research provide a vehicle for reflective practice To what extent might action research be subverted by those involved How might reflection through action research promote teacher professional development What are the limitations/criticisms of reflection ACTION RESEARCH PROJECT - Develop Research Plan
7 In what ways does action research provide a vehicle for reflective practice How might reflection through action research promote teacher professional development What are the limitations/criticisms of reflection ACTION RESEARCH PROJECT -Online feedback for student research plan.
8 Midterm exam
9 Gender and Action Research. How have action researchers engaged with gender ACTION RESEARCH PROJECT - Online feedback on Action Research Plans
10 Questions of quality, reliability and validity ACTION RESEARCH PROJECT - Data Collection
11 How have action research and other forms of teacher research been critiqued ACTION RESEARCH PROJECT - Data Collection
12 What are some of the challenges the action researchers face ACTION RESEARCH PROJECT - Data Analysis
13 Given current official understandings of what counts as legitimate research in education, what does the future hold for action research What role will theory play in future action research ACTION RESEARCH PROJECT - Preliminary reports due for feedback
14 ACTION RESEARCH PROJECT - Presentation - Course evaluation
15 Final Exam

Recomended or Required Reading

- Mills, Geoffrey E. Action research : a guide for the teacher researcher. Upper Saddle River, N.J. : Merrill/Prentice Hall, 2003.
- Related literature (this course will require frequent readings from literature).
- WWW

Planned Learning Activities and Teaching Methods

Readings from the literature and the textbook, Research, Online participation in class discussions, Question-Answer, Group Work, Lecture.

Assessment Methods

SORTING NUMBER SHORT CODE LONG CODE FORMULA
1 MTEG MIDTERM GRADE
2 FCG FINAL COURSE GRADE
3 FCG FINAL COURSE GRADE MTEG * 0.40 + FCG * 0.60
4 RST RESIT
5 FCGR FINAL COURSE GRADE (RESIT) MTEG * 0.40 + RST * 0.60


*** Resit Exam is Not Administered in Institutions Where Resit is not Applicable.

Further Notes About Assessment Methods

Quality participation in online discussions, end-of-semester final ARP and ppt presentation

Assessment Criteria

To be announced.

Language of Instruction

English

Course Policies and Rules

To be announced.

Contact Details for the Lecturer(s)

mehmet.sahince@gmail.com

Office Hours

weekdays working hours

Work Placement(s)

None

Workload Calculation

Activities Number Time (hours) Total Work Load (hours)
Lectures 13 3 39
Preparations before/after weekly lectures 13 2 26
Preparation for midterm exam 1 10 10
Preparation for final exam 1 10 10
Preparing assignments 2 10 20
Preparing presentations 2 10 20
Final 1 1 1
Midterm 1 3 3
TOTAL WORKLOAD (hours) 129

Contribution of Learning Outcomes to Programme Outcomes

PO/LOPO.1PO.2PO.3PO.4PO.5PO.6PO.7PO.8PO.9PO.10PO.11PO.12PO.13PO.14
LO.133
LO.233
LO.35322
LO.45322
LO.55322

CONTACT INFORMATION
Dokuz Eylül Üniversitesi Cumhuriyet Bulvarı No: 144 35210 Alsancak / İZMİR
Phone: +90(232) 412 12 12 - Fax: +90 (232) 464 81 35

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