Overview
This unit delves into contemporary research in education, emphasizing the use of critical reflection and action research to enhance teaching practices in one of your approved discipline teaching areas (Secondary) or in the English specialization (Primary and Early Childhood). You will engage with relevant literature and use generative AI tools to identify and synthesize current research developing insights into core educational content. These insights will inform your teaching practice, and you will be required to critically reflect on their impact. Additionally, you will design and pitch a research proposal focused on improving student learning outcomes in your discipline teaching area or English specialization within a school context. This process will build your research and presentation skills, while also requiring you to explore ethical considerations in data collection, analysis and interpretation. You will learn how to professionally share your research with colleagues, parents, carers and students, contributing to the broader educative process.
Details
Pre-requisites or Co-requisites
Co-requisite EDFE20037 Professional Praxis 4: Transition to Teaching
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 1 - 2025
Attendance Requirements
All on-campus students are expected to attend scheduled classes - in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Postgraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of 'pass' in order to pass the unit. If any 'pass/fail' tasks are shown in the table above they must also be completed successfully ('pass' grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the 'assessment task' section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University's Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure - Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure - International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback - Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from SUTE
Importance of critical reflection
Provide more opportunities for students to engage in critical thinking and reflection on teaching practice.
Feedback from SUTE
Overall unit improvement
Refresh unit content and assessment.
- Justify a focus for research inquiry for the purposes of enhancing professional knowledge and improving student learning and educational outcomes in an area of teaching specialisation
- Plan a research proposal that requires the purposeful and ethical collection of student data
- Identify and apply relevant legislative, administrative and organisation policy and processes in an ethical manner
- Identify implications for teaching practice based on research findings
- Make informed recommendations for a range of audiences including colleagues, students and parents and carers on pedagogical practice for improved student learning in an area of teaching specialisation.
Successful completion of this unit provides opportunities for students to demonstrate the Australian Professional Standards for Teachers focus areas of:
1.2 Understand how students learn
2.1 Content and teaching strategies of the teaching area
3.6 Evaluate and improve teaching programs
3.7 Engage parents/carers in the educative process
6.2 Engage in professional learning and improve practice
6.4 Apply professional learning and improve student learning
7.1 Meet professional ethics and responsibilities
7.2 Comply with legislative, administrative and organisational requirements
7.3 Engage with the parents/carers
7.4 Engage with professional teaching networks and broader communities
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Written Assessment - 50% | |||||
| 2 - Presentation and Written Assessment - 50% | |||||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||||
|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | |
| 1 - Knowledge | |||||
| 2 - Communication | |||||
| 3 - Cognitive, technical and creative skills | |||||
| 4 - Research | |||||
| 5 - Self-management | |||||
| 6 - Ethical and Professional Responsibility | |||||
| 7 - Leadership | |||||
| 8 - Aboriginal and Torres Strait Islander Cultures | |||||
Textbooks
There are no required textbooks.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: American Psychological Association 7th Edition (APA 7th edition)
For further information, see the Assessment Tasks.
c.bloomfield@cqu.edu.au
Module/Topic
Teacher as Researcher
Chapter
Kincheloe, J. (2003). Teachers as Researchers: Qualitative Inquiry as a Path to Empowerment (2nd ed.). Falmer.
Events and Submissions/Topic
Module/Topic
The Purpose of Education
Chapter
Biesta, G., & Stengel, B. S. (2016). Thinking philosophically about teaching. In Handbook of research on teaching (Vol. 5, pp. 7-67).
Events and Submissions/Topic
Module/Topic
Core Content and Life-wide Learning
Chapter
Scott. et al. (2023) Strong Beginnings: Report of the Teacher Education Expert Panel. Commonwealth of Australia.
Events and Submissions/Topic
Module/Topic
Writing a literature review
Chapter
Gillett-Swan, J., & Baroutsis, A. (2023). Student voice and teacher voice in educational research: a systematic review of 25 years of literature from 1995–2020. Oxford Review of Education, 1-19.
Events and Submissions/Topic
Module/Topic
Critical Reflections on the core content
Chapter
AITSL. (2023). Accreditation of initial teacher education programs in Australia: Standards and Procedures.
Events and Submissions/Topic
Module/Topic
Chapter
Events and Submissions/Topic
Module/Topic
Classroom research
Chapter
Lankshear, C., & Knobel, M. (2004).
A Handbook for Teacher Research:
From design to implementation.
Open University Press.
Events and Submissions/Topic
Module/Topic
Action Research in the classroom
Chapter
Kemmis, S., McTaggart, R., & Nixon, R.
(2014). The action research planner: Doing
critical participatory action research.
Springer Science & Business Media.
Events and Submissions/Topic
Module/Topic
Insider Ethics
Chapter
Bloomfield, C., & Harreveld, B. (2020). Insiders and Outsiders: The Ethics of Insider Research.
Events and Submissions/Topic
Module/Topic
Pitching research ideas
Chapter
Denscombe, M. (2014). The Good Research Guide. Open University Press.
Events and Submissions/Topic
Module/Topic
Critiquing Praxis
Chapter
Kincheloe, J. (2003). Teachers as
Researchers: Qualitative Inquiry as
a Path to Empowerment (2nd ed.).
Falmer.
Events and Submissions/Topic
1 Written Assessment
In this assessment, you will engage with generative AI tools to critically explore current research related to the core content outlined in the unit readings. This task involves multiple steps:
Research Gathering:
Use a Gen AI tool like Perplexity to identify and gather relevant, peer-reviewed research related to one core content descriptor from each of the core content learning outcomes. The research must be relevant, up to date, grounded in contemporary educational discourse, and searchable in the CQUniversity Library database.
Literature Review Composition:
Use a narrative AI tool like ChatGPT to structure the research into a cohesive literature review. This review should synthesize findings from the gathered literature, highlighting key themes, trends, and arguments. Your review should clearly demonstrate a critical engagement with the literature, addressing questions such as:
· What are the dominant perspectives on this content area?
· Are there contrasting views or ongoing debates in the field?
Critical Reflection:
Following the literature review, reflect critically on how the research aligns or diverges from contemporary perspectives on education. Consider how these findings relate to your teaching context and how they might inform or challenge your current practices. Pay particular attention to diverse learners and how research informs differentiated instruction, pedagogy, and content delivery.
Impact on Teaching:
Articulate how the insights gained from the literature review will impact your teaching practice. Specifically, address:
· How will this inform your approach to content and pedagogy in your teaching?
· How does this literature inform your understanding of diverse learners and their needs?
· How can these insights shape your pedagogical strategies in your teaching area, particularly regarding the Australian Professional Standards for Teachers (APST 1.2, 2.1, 3.6)?[CB1]
Word count: 3000 words (maximum).
WORD COUNT for written assignments: The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Gen AI may only be used as specified in the assignment instructions.
Week 5 Thursday (10 Apr 2025) 11:45 pm AEST
Assessments will be returned once the moderation process has been completed.
Assessment will be marked against the following criteria:
· Comprehensive coverage of the core content descriptors.
· Evidence of engagement with up-to-date and diverse perspectives in the field.
· Ability to synthesize research into a coherent literature review.
· Critical reflection on how the literature aligns or diverges from contemporary perspectives.
· Insightful articulation of how the literature impacts your teaching strategies with clear connection to APST standards (1.2, 2.1, 3.6).
· Written presentation.
No submission method provided.
- Justify a focus for research inquiry for the purposes of enhancing professional knowledge and improving student learning and educational outcomes in an area of teaching specialisation
- Identify and apply relevant legislative, administrative and organisation policy and processes in an ethical manner
- Identify implications for teaching practice based on research findings
2 Presentation and Written Assessment
Part A: Research Proposal
In this assessment, you will develop a research proposal using an action research methodology, grounded in the critical review of literature completed in Assessment 1. The proposal will be school based, focused on improving student learning outcomes in one of your approved discipline teaching areas (Secondary) or in the English specialisation (Primary and Early Childhood). Your project should address real-world challenges or opportunities within the school environment, directly informed by the literature and your reflections in Assessment 1.
Your proposal will include:
Introduction:
Provide a background to your project, outlining the key issues and opportunities identified from your literature review. Establish the rationale for your research, and clearly define your research questions or objectives, directly linked to student learning outcomes and your professional learning (APST 6.2).
Methodology:
Outline your approach to professional learning through action research. Provide a rationale for how it aligns with the iterative cycle of planning, acting, observing, and reflecting. Detail how you will collect, analyse, and interpret data from your real-world teaching context, focusing on the implications for student learning outcomes (APST 6.4).
Ethical Considerations:
Address the ethical implications of your research, including how you will handle confidentiality, consent, and professional responsibilities when working with student data. You must demonstrate the key principles described in codes of ethics and conduct for the teaching profession. (APST 7.1).
Implications for Practice:
Highlight how your research can impact teaching practice, making specific recommendations for improving student learning outcomes. Draw clear connections between the data you will collect and how you will engage parents/carers effectively, sensitively, and confidentially in the process (APST 7.3).
Word Count:
The research proposal should be approximately 2,000 words.
Part B: Mock Research Pitch
For this part of the assessment, you will deliver a mock research pitch to stakeholders, including school administrators and parent and community representatives (P&C) (APST 7.4). This pitch will be delivered via PowerPoint with a voiceover, showcasing your ability to effectively communicate your research proposal and its potential impact on student learning.
Your pitch should:
Summarize the Proposal:
Clearly and concisely outline the key components of your research, including the objectives, methodology, and expected outcomes.
Stakeholder Relevance:
Tailor your pitch to the audience, explaining how your project will directly benefit students and align with school priorities. Emphasize the practical implications of your research for improving student learning outcomes and how stakeholders, including parents/carers will be involved in the educative process (APST 3.7).
Ethical and Professional Considerations:
Discuss how you will ensure that your research is conducted ethically and professionally, with respect for the relevant legislative, administrative and organisational policies and processes (APST 7.2).
Format:
PowerPoint presentation with a voiceover (7–10 minutes in total).
WORD COUNT for written assignments: The word count is considered from the first word of the introduction to the last word of the conclusion. It excludes the cover page, abstract, contents page, reference page and appendices. It includes in-text references and direct quotations.
Gen AI may only be used as specified in the assignment instructions.
Week 10 Thursday (22 May 2025) 11:45 pm AEST
Assessments will be returned once the moderation process has been completed.
Assessment will be marked against the following criteria:
- Knowledge of topic or problem within the context of the learning environment
- Ability to design a research inquiry using appropriate methods of data collection and analysis
- Explanation of ethical considerations for handling data and participant information
- Documentation and presentation of findings and interpretations
- Summary of the research process and implications for teaching practice
- Critical reflection on the role of teacher as researcher as a method for evaluating teaching practice and the implications for improved teaching and learning
- Strategies for dissemination of findings to colleagues, students and parents and carers
No submission method provided.
- Justify a focus for research inquiry for the purposes of enhancing professional knowledge and improving student learning and educational outcomes in an area of teaching specialisation
- Plan a research proposal that requires the purposeful and ethical collection of student data
- Identify and apply relevant legislative, administrative and organisation policy and processes in an ethical manner
- Identify implications for teaching practice based on research findings
- Make informed recommendations for a range of audiences including colleagues, students and parents and carers on pedagogical practice for improved student learning in an area of teaching specialisation.
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
