EUQ664 Practitioner Inquiry - Researching your own Practice
To view more information for this unit, select Unit Outline from the list below. Please note the teaching period for which the Unit Outline is relevant.
| Unit code: | EUQ664 |
|---|---|
| Credit points: | 6 |
| Timetable | Details in HiQ, if available |
| Availabilities |
|
| CSP student contribution | $289 |
| Domestic tuition unit fee | $1,608 |
| International unit fee | $2,172 |
Unit Outline: Session-1A 2025, QUT Online, Online
| Unit code: | EUQ664 |
|---|---|
| Credit points: | 6 |
Overview
This unit will introduce you to practitioner-led approaches to research. The unit promotes valuing practitioners, such as educators, as knowers and agents of educational change. You will learn about a range of approaches within this family of research including, for example, design-based research; action research; participatory action research. Dimensions covered include an introduction to the roles of researchers and practitioners; research problems that lend themselves to practitioner-led inquiries; research design and methods and how they are applied; and issues of rigour. The unit will culminate in the preparation of a practitioner inquiry proposal.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and nonspecialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship (CLO 3.2).
Content
This unit will cover the following content areas:
- Approaches to practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and
participatory action research. Case studies of research projects that fit under this umbrella will be used to develop understanding. - Identifying a relevant research problem and appropriate research design;
- Structuring and designing a research proposal with consideration of expected challenges and opportunities in your context;
- The practitioner-inquirer as reflexive and ethical researcher.
Learning Approaches
In this unit you will learn through self-paced online learning modules which will include video learning materials, required readings, quizzes, and online discussions.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in online discussion forums with peers and you will also receive written feedback on your proposal for assessment.
Assessment
Overview
Formative assessment throughout the unit is through online quizzes and academic feedback. There will be a single summative assessment piece at the end of the unit which requires you to develop a proposal for conducting a practitioner inquiry project in your context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Practitioner Inquiry Proposal
You will select and justify an approach to practitioner inquiry relevant to your context and the identified research problem and prepare a structured proposal for conducting the project.
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the
next generation. New York, NY: Teachers' College Press.
Babione, C. (2015). Practitioner Teacher Inquiry and Research. San Francisco, CA: Jossey-Bass.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of
this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ71 Master of Education
- Demonstrate knowledge of research principles and methods applicable to the field of education (CLO1.2).
Relates to: ULO1 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO2 - Demonstrate communication and technical research skills to justify and interpret educational theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
Relates to: ULO3 - Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Relates to: ULO4
Unit Outline: Session-3A 2025, QUT Online, Online
| Unit code: | EUQ664 |
|---|---|
| Credit points: | 6 |
Overview
This unit will introduce you to practitioner-led approaches to research. The unit promotes valuing practitioners, such as educators, as knowers and agents of educational change. You will learn about a range of approaches within this family of research including, for example, design-based research; action research; participatory action research. Dimensions covered include an introduction to the roles of researchers and practitioners; research problems that lend themselves to practitioner-led inquiries; research design and methods and how they are applied; and issues of rigour. The unit will culminate in the preparation of a practitioner inquiry proposal.
Learning Outcomes
On successful completion of this unit you will be able to:
- Demonstrate knowledge of research principles (CLO 1.2)
- Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesise complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice (CLO 2.2)
- Demonstrate communication and technical research skills to justify and interpret theoretical propositions, methodologies, conclusions and professional decisions to specialist and nonspecialist audiences (CLO 2.3)
- Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship (CLO 3.2).
Content
This unit will cover the following content areas:
- Approaches to practitioner-engaged inquiry research, e.g. design-based research; action research; teacher/practitioner-as-researcher; and
participatory action research. Case studies of research projects that fit under this umbrella will be used to develop understanding. - Identifying a relevant research problem and appropriate research design;
- Structuring and designing a research proposal with consideration of expected challenges and opportunities in your context;
- The practitioner-inquirer as reflexive and ethical researcher.
Learning Approaches
In this unit you will learn through self-paced online learning modules which will include video learning materials, required readings, quizzes, and online discussions.
Feedback on Learning and Assessment
You will gain feedback in this unit by participating in online discussion forums with peers and you will also receive written feedback on your proposal for assessment.
Assessment
Overview
Formative assessment throughout the unit is through online quizzes and academic feedback. There will be a single summative assessment piece at the end of the unit which requires you to develop a proposal for conducting a practitioner inquiry project in your context.
Unit Grading Scheme
7- point scale
Assessment Tasks
Assessment: Practitioner Inquiry Proposal
You will select and justify an approach to practitioner inquiry relevant to your context and the identified research problem and prepare a structured proposal for conducting the project.
This is an assignment for the purposes of an extension.
Academic Integrity
Academic integrity is a commitment to undertaking academic work and assessment in a manner that is ethical, fair, honest, respectful and accountable.
The Academic Integrity Policy sets out the range of conduct that can be a failure to maintain the standards of academic integrity. This includes, cheating in exams, plagiarism, self-plagiarism, collusion and contract cheating. It also includes providing fraudulent or altered documentation in support of an academic concession application, for example an assignment extension or a deferred exam.
You are encouraged to make use of QUT’s learning support services, resources and tools to assure the academic integrity of your assessment. This includes the use of text matching software that may be available to assist with self-assessing your academic integrity as part of the assessment submission process.
Breaching QUT’s Academic Integrity Policy or engaging in conduct that may defeat or compromise the purpose of assessment can lead to a finding of student misconduct (Code of Conduct – Student) and result in the imposition of penalties under the Management of Student Misconduct Policy, ranging from a grade reduction to exclusion from QUT.
Resources
Resource Materials
Recommended text(s)
Cochran-Smith, M., & Lytle, S. (2009). Inquiry as stance: Practitioner research for the
next generation. New York, NY: Teachers' College Press.
Babione, C. (2015). Practitioner Teacher Inquiry and Research. San Francisco, CA: Jossey-Bass.
Risk Assessment Statement
There are no out-of-the-ordinary risks associated with the general conduct of
this unit.
Course Learning Outcomes
This unit is designed to support your development of the following course/study area learning outcomes.EQ71 Master of Education
- Demonstrate knowledge of research principles and methods applicable to the field of education (CLO1.2).
Relates to: ULO1 - Demonstrate cognitive, technical and creative skills to investigate, analyse and synthesize complex information, problems, concepts and theories and to apply established theories to different bodies of knowledge or practice in education (CLO2.2).
Relates to: ULO2 - Demonstrate communication and technical research skills to justify and interpret educational theoretical propositions, methodologies, conclusions and professional decisions to specialist and non-specialist audiences (CLO2.3).
Relates to: ULO3 - Demonstrate ability to apply knowledge and skills to plan and execute a significant piece of research-based scholarship in the field of education (CLO 3.2).
Relates to: ULO4