Bayburt University Lifelong Learning Programme

Description of Individual Course Units

Course Unit Code	Course Unit Title	Type of Course Unit	Year of Study	Semester	Number of ECTS Credits
MEY113	Action Research in Education from Theory to Practice	Elective	1	1	6

Level of Course Unit

Second Cycle

Objectives of the Course

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

Name of Lecturer(s)

Learning Outcomes

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

Mode of Delivery

Normal Education

Prerequisites and co-requisities

none

Recommended Optional Programme Components

Course Contents

Weekly Detailed Course Contents

Week	Theoretical	Practice	Laboratory
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
4	What are the historical and theoretical foundations of action research How can understanding these foundations prepare us in becoming action researchers
5	What are the benefits of action research for teacher professionalism Why is it important to involve teachers as collaborative partners in research endeavors
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
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
8	Gender and Action Research. How have action researchers engaged with gender
9	Questions of quality, reliability and validity
10	How have action research and other forms of teacher research been critiqued
11	What are some of the challenges the action researchers face
12	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
13	CTION RESEARCH PROJECT - Presentation - Course evaluation
14	Final exam

Recommended or Required Reading

Planned Learning Activities and Teaching Methods

Assessment Methods and Criteria

Term (or Year) Learning Activities	Quantity	Weight
Midterm Examination	1	100
SUM		100
End Of Term (or Year) Learning Activities	Quantity	Weight
Final Examination	1	100
SUM		100
Term (or Year) Learning Activities		30
End Of Term (or Year) Learning Activities		70
SUM		100

Language of Instruction

Work Placement(s)

none

Workload Calculation

Activities	Number	Time (hours)	Total Work Load (hours)
Midterm Examination	1	1	1
Final Examination	1	2	2
Attending Lectures	14	2	28
Project Preparation	14	1	14
Self Study	14	2	28
Individual Study for Mid term Examination	14	2	28
Individual Study for Final Examination	14	3	42
Homework	14	2	28
TOTAL WORKLOAD (hours)			171

Contribution of Learning Outcomes to Programme Outcomes

	PO 1	PO 2	PO 3	PO 4	PO 5	PO 6	PO 7	PO 8	PO 9	PO 10	PO 11	PO 12	PO 13	PO 14
LO1	4	4	4	5	5	5	5	4	4	4	3	3	3	3
LO2	3	3	4	4	4	5	5	5	5	5	4	4	4	4
LO3	4	4	5	5	5	5	3	3	3	3	3	4	4	4
LO4	4	4	5	5	5	5	3	3	3	3	3	3	3	3

* Contribution Level : 1 Very low 2 Low 3 Medium 4 High 5 Very High