AN INTRODUCTION TO EDUCATIONAL RESEARCH METHODS

Refining The Focus For Research And Formulating A Research Question
For a range of of example of of the the sort sort of of research research work work carried carried out out by PGCE by PGCE students students at at
the University of Cambridge please see see the the online online Journal Journal of of Trainee Trainee Teacher Teacher Educational Educational
Research http://jotter.educ.cam.ac.
In the next section, I will use a further example of PGCE – M level work to illustrate
how school-based In the next section, research I will can use meet a further these descriptors example of of PGCE M ‘levelness’. – M level Further work to examples illustrate
how will be school-based continually added research to the can website. meet these The work descriptors used was of submitted M ‘levelness’. by Owain, Further a examples beginning
will teacher be continually completing added a one-year to the website. PGCE M-level The work secondary used was science submitted course. by Owain, This work a beginning is the
teacher final 8500-word completing report a one-year of a classroom-based PGCE M-level case secondary study undertaken science course. in the This second work and is third the
final terms 8500-word of his professional report of school a classroom-based placement. case study undertaken in the second and third
terms The title of his of his professional work is: ‘A school Case Study placement. of Assessment for Learning: A Critical Analysis of the
The Perceptions title of his and work Interactions is: ‘A Case of Science Study of Students Assessment Engaged for Learning: Peer-Assessment A Critical Analysis Exercises of the in a
Perceptions Year 10 Triple and Set Interactions Living and of Growing Science Teaching Students Episode’. Engaged in Peer-Assessment Exercises in a
Year This 10 work Triple extends Set Living Owain’s and knowledge Growing Teaching and understanding Episode’. through applying ideas
in a research This work context. extends It also Owain’s illustrates knowledge how Owain and applies understanding knowledge through and understanding applying ideas
in through a research problem-solving context. It also in a new illustrates classroom how Owain environment applies within knowledge broader and multidisciplinary
understanding
through contexts. problem-solving Box 2.3 provides in Owain’s a new classroom rationale for environment undertaking within this work. broader multidisciplinary
contexts. Box 2.3 provides Owain’s rationale for undertaking this work.
Research aim Understanding Intervention
Stimulus Develop new awareness Dissatisfaction with practice
Topic area History teaching Motivation Modern
languages
Group work
Emerging
questions
Elaborate
the working
conceptual
apparatus around
moral vs. historical
debate, in order
to strengthen
the analytic
power of the
definitions/goals
history teachers
work with. What
concerns in my
own practice am I
seeking to address
and illuminate?
Justify and define
focus on pupil
experience?
Why are some
pupils disengaged
with school work?
What prevents
students from
working? What
is work-avoidant
behaviour?
Differentiation?
Can teachers of
MFL differentiate
lessons? Is there
evidence of
impact on FL
learning?
Can A-level
chemistry
teaching be less
didactic?
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