MA TESOL

Note: This course unit is usually abbreviated to DRC and has the following identifying codes EDUC70102 (onsite) and EDUC70100 (distance learning).

In recent years, the MA TESOL / EdTech & TESOL programmes have responded to UK Government reports / recommendations regarding the character of MA study. In particular, the explicit research element has increased and become obligatory. All the course units on these programmes involves a research element of one sort of another, but the Developing Researcher Competence (DRC) course unit is where this explicit research requirement is located. The title – Developing Researcher Competence – intentionally focuses on the researcher and their developing competence rather than focusing on research methodologies and training in them.

 

DRC is a compulsory course unit for all participants on the MA TESOL and MA EdTech & TESOL programmes. It is usually taken towards the latter part of the taught component of these programmes, just prior to the Dissertation for which it is preparatory – the self-generated topic which participants explore in it is usually closely linked to their Dissertation topic.

 

Aims:

The course unit is conceptually divided into two components. The first is concerned with developing the participants’ researcher competence through the planning, designing, implementing and writing-up of a small-scale Pilot Study (usually linked by topic to their Dissertation) and to link this endeavour to critical reflection on how this research experience contributes to their developing research competence. It aims to:

 

·      provide a conceptual understanding of the principles and practice of education and education-related research and to foster an awareness of a variety of research approaches, methods, and techniques;

·      explore the uses of technology in education and education-related research;

·      (mainly for participants on the MA in Educational Technology & TESOL) to explore how research may be undertaken into the uses of educational technology;

·      encourage critical reflection on the process of planning, designing, implementing, and writing-up education and education-related research; and

·      encourage critical reflection on the process through which the researcher develops their competence in education and/or education-related research.

 

The second component is concerned with deepening participants’ knowledge and understanding of the methods and methodologies of data collection and data analysis. To this end, they will choose three five-credit options from the menu offered by the School of Education. As incorporated into this course unit, the aims of this component of the course are to:

 

·      introduce the principles and practice associated with one or more research approaches, methods, and techniques;

·      introduce the principles and practice associated with one or more areas of data analysis; and

·      reflect critically on the appropriacy of particular approaches, methods, and techniques for specific research activities.

 

 

 

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