Action research MSc

Stephen John  (abstract)

 

 

A mid term reflection on the introduction of a competence based professional studies course at the Guernsey College of Further Education

 

Stephen John

sljohn@gtonline.net

 

 

Availability

A full-text version of the dissertation is available at
http://www.bigwig.net/sljohn/dissertation.html

 

Descriptors

action research, education, reflective practice, professional competence

 

Geographic location

UK

 

Institution granting award

University of Strathclyde

 

Methodology

Reflective practice by an action researcher

 

Abstract

This investigation arose out of the decision of the teacher to subject a new course of study to critical scrutiny at a time when a new cohort were to commence studies and when the course was to be scrutinised by the quality assurance department of the awarding body.  After setting the context of the course, the study considers the literature on reflection and in particular the work and views of Schon in relation to professional studies.  The issue of competence is also examined as assessment is through the evaluation of professional competence in the work place.  The literature suggests that the teacher needs to consider alternative means of developing learning to achieve the curriculum desire of developing professional competence.

The use of different techniques in the presentation of the curriculum requires an examination of what is meant by curriculum and especially the teachers' own personal construct of the curriculum.  The chapter on curriculum explains the development of the curriculum being studied.  It becomes clear that the curriculum for the professional student, especially when assessment is by professional competence, requires that the teacher seeks out the students views on learning as well as their particular professional competence at the start of the course.  In addition it is necessary to be aware of the theoretical arguments that surround the issue of competence testing.  Then, and only then, can the teacher begin to use the curriculum and the art of reflection to further develop the competence in professional practice of the student.

The need for an ever changing and developing curriculum requires the teacher to engage in teacher reflection, assessment and evaluation of practice.  What becomes clear from this study is the need for a more formalised evaluation procedure to be developed for this course.

The research was centred around reflection by a lecturer on the development of professional competence through reflection.  It is in some ways a narrative of a journey in a form put to the professional body concerned, in order to justify the competence approach for professional students.  Reflection on practice was the main method adopted.  It is a relatively unique approach that was intended to clarify what was going on and to justify (or otherwise) the approach I had adopted to teach these students. One of the circumstances that provoked the study was the unique circumstance of the group of students.  The designated professional course of study was inadequate for the students needs , therefore a more appropriate form of study and assessment was needed to match their workplace abilities.

 

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