School of Education

TEAC7114 Research and Professional Practice

Autumn 2024
 Western Sydney University acknowledges the peoples of the Darug, Dharawal, Eora and Wiradjuri nations. We also
acknowledge that the teaching and learning currently delivered across our campuses is a continuance of the teaching
and learning that has occurred on these lands for tens of thousands of years.

Subject Details

Subject Code: TEAC7114

Subject Name: Research and Professional Practice
Credit Points: 10
Subject Level: 7
Assumed Knowledge: Not Applicable

Note: Students with any problems, concerns or doubts should discuss those with the Subject Coordinator as early as they can.

Subject Coordinator
Name: Beatriz Cardona
Phone: 0457284280
Location: Bankstown City Campus
Email: b.cardona@westernsydney.edu.au
Consultation Arrangement:
vUWS: Use vUWS Discussion Board to contact your Subject Coordinator.
Please arrange appointments by email. Appointments can be either on-campus or Zoom.

Director of Academic Program

Name: Kerry Staples
Location: Bankstown City Campus
Email: k.staples@westernsydney.edu.au
Consultation Arrangement:
Please arrange appointments by email. Appointments can be either on-campus or Zoom.

Edition: Autumn 2024

Copyright ©2024 University Western Sydney trading as Western Sydney University ABN 53 014 069 881 CRICOS Provider No: 00917K No part of this publication may be reproduced or transmitted in any form or by any means,
electronic or mechanical, including photocopying, recording, or by any information storage and retrieval system, without the prior written permission from the Dean of the School. Copyright for acknowledged materials reproduced
herein is retained by the copyright holder. All readings in this publication are copied under licence in accordance with Part VB of the Copyright Act 1968.
Contents
1 About Research and Professional Practice 2
1.1 An Introduction to this Subject . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.2 What is Expected of You . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2
1.3 Changes to Subject as a Result of Past Student Feedback . . . . . . . . . . . . . . . . . . . . . . . . 3

2 Learning and Teaching Activities 4

3 Assessment Information 9
3.1 Subject Learning Outcomes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2 Assessment Summary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
3.2.1 Literature review: Exemplary teaching of diverse learners . . . . . . . . . . . . . . . . . . . . 12
3.2.2 Report: Reflections on exemplary teacher qualities . . . . . . . . . . . . . . . . . . . . . . . . 16

4 Readings and Resources 20

4.1 Essential Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
4.2 Recommended Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
4.3 Other Teaching and Learning Resources . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

5 Key Teaching and Learning Policies 22

Note: The relevant Subject Outline Companion supplements this document

1
1 About Research and Professional Practice

1.1 An Introduction to this Subject

This subject aims to develop students’ capacity to reflect on and develop their teaching practice and professional
identity as practitioner researchers. Vital to this process is the capacity to use research to interpret current educational
contexts and the implications for their role as teachers. Students will explore research processes including data
collection, analysis techniques and the processes that experienced researchers take in order to ensure their research
is valid, reliable, ethical, useful and socially responsible. Contemporary theories as well as social, cultural, economic
and political structures important to the role and work of teachers will also be critically reviewed. In this subject
students will challenge established, historical conceptualisations of ’teacher’ to develop their own understanding of
this role in contemporary, early childhood and primary education contexts.

1.2 What is Expected of You

Study Load

A student is expected to study an hour per credit point a week. For example a 10 credit point Subject would require
10 hours of study per week. This time includes the time spent within classes during lectures, tutorials or practicals.

Note for Summer Terms: As Summer subjects deliver the same content and classes over a shorter period of time,
the subjects are run in a more intensive mode. Regardless of the delivery mode, the study hours for each subject in
Summer will be around 30 hours.

Attendance

It is strongly recommended that students attend all scheduled learning activities to support their learning.

Approach to Learning

This subject is delivered through a combination of learning activities that comprise:

- pre-recorded online lecture pods

- face to face (on-campus)

- discussion board engagement, and

- additional assignment preparation support sessions

It is critical that online lecture pods are viewed before live tutorial sessions. These lecture pods provide explanations of
content and will prepare students for the completion of tutorial activities, which support understanding of lecture and
reading content. Weekly reading summaries and discussion board activities are assigned to assist students to develop
critical analysis skills. These combined learning activities will support students to gain knowledge and skills required
for the completion of all assignments. The learning approach provides students with flexibility in their learning. The
range of activities provide an opportunity for students to apply the knowledge that is gained through learning activities
in assessment tasks and practical activities.

2
Online Learning Requirements

Subject materials will be made available on the Subject’s vUWS (E-Learning) site (https://vuws.westernsydney.
edu.au/). You are expected to consult vUWS at least twice a week, as all Subject announcements will be made via
vUWS. Teaching and learning materials will be regularly updated and posted online by the teaching team.

Special Requirements

Essential Equipment:
Not Applicable
Legislative Pre-Requisites:
Not Applicable

1.3 Changes to Subject as a Result of Past Student Feedback

The University values student feedback in order to improve the quality of its educational programs. The feedback
provided helps us improve teaching methods and Subjects of study. The survey results inform Subject content and
design, Subject Outlines, teaching methods, assessment processes and teaching materials.

You are welcome to provide feedback that is related to the teaching of this Subject. At the end of the semester
you will be given the opportunity to complete a Student Feedback on Subject questionnaire to assess the Subject.
If requested by your Subject coordinator, you may also have the opportunity to complete a Student Feedback on
Teaching (SFT) questionnaire to provide feedback for individual teaching staff.

As a result of student feedback, the following changes and improvements to this Subject have recently been made:

– Minor revisions to the learning guide

3
 2 Learning and Teaching Activities
Teaching Topic
Weeks
Week 1 LISTEN TO THE LECTURE
04-03-2024 ON THE MONDAY OF THE
WEEK CLASS IS ON
Week 1: Historical context of
teaching Early childhood
education and schooling
4
Week 2 Week 2: Research and
11-03-2024 Professional Identity
- The FairGo project
- The research process
Activities
Tutorial classes: face to face onTextbook: Bolshaw &
campus
What does it mean to be a
teacher? Exploration of personal Discourses of professional
narratives around becoming a
teacher. Why this profession?
What /who influenced you?
What sort of teacher do you
want to be?
Images of the teacher in society
-
Differences between sectors -
school teachers and early
childhood teachers -
CLASS IS ON Tutorial classes:
face to face on campus
Policies and legislature in the
teaching profession
Factors affecting quality
teaching Factors that affect
teacher professional identity.
Readings Other Assessment Due
Josephidou (2019) - Chapter 1:
Introduction to research in early
childhood
Woodrow, C. (2008).
identity; movements in
Australia. European Early
Childhood Education Research
Journal, 16(2), 269-280.
Additional useful reading:
Locke, L., Silverman, S., &
Spirduso, W. (2010). Reading
and understanding research (3rd
ed.). Sage.
Chapter 3 - How to select and
read research reports
Beauchamp, C., & Thomas, L.
(2010) Reflecting on an ideal:
student teachers envision a
future identity. Reflective
Practice, 11(5), 631 - 643
Textbook:
Bolshaw & Josephidou (2019) -
Chapter 2: Beginning to think
critically about research
Chapter 3: Knowledge and truth
in research Dumont, H., Istance
D., & Benavides, F. (Eds.).
(2010).
 Teaching Topic Activities
Weeks
- Teachers as researchers What does quality teaching look The nature of learning: Using
like? What characteristics do
exemplary teachers exhibit?
- How research identifies quality Additional useful reading:
teaching - Influences on quality
teaching - social, economic,
cultural, religious
- Aboriginal and Torres Strait
Islander education
5
Week 3 Week 3: Teacher Tutorial classes: face to face on Textbook: Bolshaw &
18-03-2024 Professionalism and Identity campus
- Case studies of teaching Literature review structure
practice Using research to inform your
teaching practices
Readings Other Assessment Due
research to inspire practice.
Retrieved from
https://www.oecdili-
brary.org/education/the-nature-
oflearning_9789264086487-en
Chapter 13 - Future directions
for learning environments in the
21st century
Ministerial Council on
Education, Employment,
Training and Youth Affairs
Melbourne. (2008). Melbourne
Declaration on Educational
Goals for Young Australians.
http://www.curricu-
lum.edu.au/verve/_re-
sources/National_Declara-
tion_on_the_Educa-
tional_GoNSW
Josephidou (2019) - Chapter 4:
The language of research
MacNaughton, G., Rolfe, S. &
Siraj-Blatchford, I. (2010).
Doing early childhood research:
International
perspectives on theory and
practice (2nd ed.). Allen &
Unwin. Chapter 1: Research as
a tool pp.3-12
 Teaching Topic Activities Readings Other Assessment Due
Weeks
- How is exemplary teaching Using data to identify high Baum, A., McMurray-Schwarz,
characterised in the literature? quality teaching practices P. (2015). Reading and
Interpreting early childhood
research, p.783-890, in O.
Saracho. (Ed), Handbook of
Research methods in Early
Childhood Education.
Information Age Publishing.

The importance of reflective

practice Catering for diverse
learners

Week 4 Week 4: Being a Reflective Tutorial classes: face to face on Textbook: Bolshaw &
25-03-2024 Practitioner campus Josephidou (2019) - Chapter 8:
Cross-National Research
Approaches
McNiff, J., & Whitehead, J.
(2013).
6

- The importance of reflection Learning to be a reflective Action research: principles and

- Assignment 1 support session practitioner - practice (3rd ed.). Retrieved
children’s voice, personal http://uwsau.eblib.com.au
reflection and Chapter 1: What do we know?
critical reflection The principles of action research

Week 5 Week 5: Online Self directed Complete readings and finish ASSESSMENT 1 DUE - Literature review: Exemplary
01-04-2024 learning assignment. teaching of diverse learners
Reading: MacNaughton, G., - Literature review: Exemplary teaching of diverse learners
Rolfe, S. & Siraj-Blatchford, I.
(2010). Doing early childhood
research: International
perspectives on theory and
practice (2nd ed.). Allen &
Unwin. Chapter 4: Doing
research as a beginning
researcher p.63-72
 Teaching Topic
Weeks
Week 6 Week 6:: Key principles of
08-04-2024 research in Early Childhood
Education- Research by other
researchers- Research by other
practitioners- Practitioner’s own
research- Action research
Week 7 Week 7: Research Design and
15-04-2024 Implementation
- Mapping an action research
7
plan
- Collecting data, interpreting
data
and acting on findings
Week 8 MID SEMESTER BREAK
22-04-2024
Week 9 Week 9: Research Planning
29-04-2024 and Implementation:
Understanding the process of
planning a research, collection
and analysis of data.
Activities
Tutorial classes: face to face on Textbook: Bolshaw &
campus
How do we use research and
literatureto inform and improve
our
teachingpractices?Synthesising
the data from research
Tutorial classes: face to face on
campus
Effective research planning and
design
Addressing the data
Tutorial classes: face to face on
campus
Readings Other Assessment Due
Josephidou (2019) - Chapter 9:
The ethics of research Chapter
10: How research is designed
Nolan, A., Macfarlane, K.,
Cartmel, J. (2013). Research in
early childhood. Sage. Chapter
5: Knowing what has gone
before: reviewing the literature
Textbook: Bolshaw &
Josephidou (2019) - Chapter 11:
Creative approaches to research
Dumont, H., Istance D., &
Benavides, F. (Eds.). (2010).
The nature of learning: Using
research to inspire practice.
Retrieved from
http://www.oecdilibrary.org/ed-
ucation/thenature-of-
learning_9789264086487
Textbook: Bolshaw &
Josephidou (2019) - Chapter 12:
Your research journey has begun
 Teaching Topic Activities Readings Other Assessment Due
Weeks
Topics: Different types of Feldman, A., Altrichter, H.,
research Posch, P., & Somekh, B.
(2018). Teachers investigate
their work: An introduction to
action research across the
professions (3rd ed.).
Routledge.
Chapter 12: Implementing
innovation: from visionary
models to everyday
practice

Identifying data collection

methods
Analysing data

Week 10 Week 10: Analysing and Online Self- directed Learning ASSESSMENT 2 DUE - Report: Reflections on
06-05-2024 presenting action research exemplary teacher qualities
findings
8

Strategies to present research Research Report: Reflections

findings on exemplary teacher qualities
From findings to action: How to
use research to improve practice
Week 11
13-05-2024
Week 12
20-05-2024
Week 13
27-05-2024
Week 14
03-06-2024
Week 15
10-06-2024
Week 16
17-06-2024
Week 17
24-06-2024

The above timetable should be used as a guide only, as it is subject to change. Students will be advised of any changes as they become known on the Subject’s vUWS site.
3 Assessment Information

3.1 Subject Learning Outcomes

Outcome
1 Engage critically with contemporary literature about research and education research debates
2 Discuss the research process and the role of each step of the process for quality research
Analyse the key factors (including historical perspectives) influencing the practice and identities of teachers
3
in contemporary multicultural and Aboriginal and Torres Strait Islander educational contexts
4 Articulate key arguments about educational discourse and their implications for education birth - 12 years
5 Advocate for the early childhood sector and make informed comment on the educational landscape
6 Communicate the importance of the research process for professional identity and practice

3.2 Assessment Summary

The assessment items in this Subject are designed to enable you to demonstrate that you have achieved the Subject
learning outcomes. Completion and submission of all assessment items which have been designated as mandatory or
compulsory is essential to receive a passing grade.

To pass this Subject you must:

All assessments items are mandatory. A combined overall mark of at least 50% is required to pass the unit.

Item Weight Due Date SLOs Assessed Manda- Threshold

tory
Literature review: 50% Friday 5th April 11:55 pm. 4, 5, 6 Yes No
Exemplary teaching of
diverse learners
Report: Reflections on 50% Monday 6th May 2024 11:55 1, 2, 3, 6 Yes No
exemplary teacher pm.
qualities

Feedback on Assessment

Feedback is an important part of the learning process that can improve your progress towards achieving the learning
outcomes. Feedback is any written or spoken response made in relation to academic work such as an assessment
task, a performance or product. It can be given to you by a teacher, an external assessor or student peer, and may
be given individually or to a group of students. As a Western Sydney University student, it is your responsibility to
seek out and act on feedback that is provided to you as a resource to further your learning.

Your marks and feedback on your assignments will be available on the subject’s vUWS site as assignments in this
subject are marked online.

Academic Integrity and Student Misconduct Rule

9
 Western cares about your success as a student and in your future career. Studying with academic integrity safeguards
your professional reputation and your degree. All Western students must:

– be familiar with the policies listed below;

– apply principles of academic integrity;
– act honestly and ethically in producing all academic work and assessment tasks; and
– submit work that is their own and acknowledge any sources used in their work.

Each time you submit an assessment, you will declare that you have completed it individually, unless it is a group
assignment. In the case of a group assignment, each group member should be ready to document their individual
contribution if needed.

The Student Misconduct Rule applies to all students of Western Sydney University including Western Sydney Univer-
sity programs taught by other education providers. You must not engage in academic, research or general misconduct
as defined in the Rule or you may be subject to sanctions. The University considers submitting falsified documentation
in support of requests to redo, resit or extend submissions, including sitting of deferred examinations, as instances of
general misconduct.

More information is available in the quick guide to academic integrity. It is your responsibility to apply these principles
to all work you submit to the University.

Disruption to Studies and Requests for Extensions

Western recognises that there may be times when things outside of your control impact your ability to complete your
studies.

You can complete the ”Request an extension or apply for a Disruption to Studies Provision” to request that you are:

– granted an extension,
– excused from a compulsory teaching activity,
– provided an alternate assessment such as a supplementary, or
– awarded another Disruption to Studies Provision.

Before you fill in the form, you should:

– Compile any documentary evidence that you have which demonstrates that you have been impacted by an
event outside of your control.
– The Supporting Documentation website outlines the type of documents that you can submit to substantiate
any impact.

Please note that if you don’t have documents, you should still submit the form but you may be asked for documentation
at a later stage.

Need help?

If you are having difficulties with understanding or completing an assessment task, contact your Subject Coordinator
as soon as possible. Western also has a range of academic support services, including:

– Library Study Smart: book a one-to-one Zoom consultation with a literacy expert. You can discuss how
to develop your assignment writing and study skills or seek assistance to understand referencing and citation
requirements. Check the Library Study Smart website for how-to study guides and tools.
– Studiosity: Upload your assignment draft to Studiosity within vUWS to receive writing feedback within 24
hours.

10
 – Online workshops, programs and resources: From maths and stats help to academic literacy and peer support
programs, the University has a range of resources to assist.

Please also remember that there is a range of wellbeing support available - from counselling and disability services to
welfare.

11
3.2.1 Literature review: Exemplary teaching of diverse learners

Weight: 50%
Type of Collabora- Individual
tion:
Due: Friday 5th April 11:55 pm.
Submission: Turnitin
Format: Submission details:
- Submit a draft of your assignment (not a PDF) to Turnitin a week before. This will give
you time to review your Originality (Similarity) Report and edit your work. The purpose
of the draft submission is for reviewing and editing the matches
to published sources found in your paper; it is not for receiving feedback from your tutor.
- Submit an electronic copy of your final assignment (including your reference list) to
Turnitin
- Assignments submitted after the due date and time, without an approved extension, will
be penalised 10% per day for late submission (see General Submission Requirements).
Length: 2000 words
Use of Artificial Intel- Use of generative artificial intelligence (AI) is not permitted in this assessment task
ligence: without appropriate acknowledgement. Working with another person or technology in
order to gain an unfair advantage in assessment or improperly obtaining answers from
a third party including generative AI to questions in an examination or other form of
assessment may lead to sanctions under the Student Misconduct Rule. Use of generative
AI tools may be detected.

Instructions:

This assignment requires you to review literature about three exemplary teaching practices and how these impact
on the development of a teacher’s professional identity. You are required to use a wide range of current scholarly
literature to examine key discourses around these aspects and exemplary teaching of diverse learners. Your literature
review will be based on the education context that you plan to teach in e.g. early childhood education or primary
school setting. You will then thoughtfully discuss the implications of utilising literature research to support your
future teaching practice and professional identity, and how you will implement the exemplary teaching strategies in
your professional practice.
ASSESSMENT CRITERIA

1. Selects appropriate literature around exemplary teaching practices and identifies and defines three exemplary
teaching elements on which to base the literature review. (5 marks)

2. Selects appropriate literature linked to professional identity and supporting diverse learners, as it relates to teaching
practices identified. (5 marks)

3. Synthesises identification and comparison of key findings from the literature reviewed. (10 marks)

4. Critically discusses key findings in relation to exemplary teaching practices and how they impact on professional
identity. (10 marks)

5. Explains the implications of utilising research skills and literature to review findings on own professional identity
and teaching practice. (10 marks)

6. Presents work professionally, with clear academic writing and within the word limit. (5 marks)

12
7. Uses the latest edition (7th) of APA referencing style correctly for both in-text citations and reference list. (5
marks)

13
Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Selects appropriate All of D + critically Clearly identifies Clearly identifies all Clearly identifies all Lack of clear
literature around reflections on own and justifies of the exemplary of the exemplary identification of
exemplary teaching professional identity selection of the teaching elements teaching elements four exemplary
practices and in relation to exemplary teaching and defines and broadly defines teaching elements
identifies and selected elements. elements. Detailed professional identity professional identity from research
defines three definition of and practice well and practice and project. Lack of
exemplary teaching professional identity and clearly links links these concepts clear definition of
elements on which and practice and these concepts to to selected professional identify
to base the clearly links these selected elements. elements. and practice, and
literature review. (5 concepts to Draws on relevant linked of these
marks) selected elements. references to concepts to
Draws on a range of support selected elements.
relevant references understandings of
to support concepts beyond
understandings of the set readings.
concepts beyond
the set readings.
Selects appropriate Wide range of All of the literature All of the literature Most of the Lack of clear
literature linked to literature selected for review selected for review literature selected is identification of
professional identity thoughtfully is clearly identified is appropriate and adequately related literature relating
and supporting selected for review and provides is linked to the to the professional to professional
diverse learners, as and clearly opportunity for exemplary teaching identity, and diverse identity and diverse
it relates to identified. meaningful elements, learners. Literature learners. Little or
teaching practices Literature has comparison, linking professional identity broadly connected no connection to
identified. (5 outstanding links to exemplary teaching and teaching to exemplary exemplary teaching
marks) exemplary teaching elements, diverse learners. At teaching qualities qualities.
elements, professional least eight literature
professional identity, and sources selected for
identity, and teaching diverse review.
teaching diverse learners Eight to 10
learners in the literature sources
selected education selected for review.
context. More than
10 literature
sources selected.
Synthesises Discusses in a Strong and clear Sound and clear Broad description Lacks synthesis and
identification and sophisticated, synthesis of key synthesis of key of literature clear identification
comparison of key complex and findings with findings of literature reviewed and / or of key findings
findings from the intellectual manner, insightful review and some limited comparison across the literature
literature reviewed. the key findings and comparison of comparative evident. Some reviewed.
(10 marks) comparison of literature reviewed. analysis evident. limited
literature. Identifies References are used identification of key
the strengths and to illustrate and findings of the
limitations of the strengthen literature review.
literature reviewed comparisons beyond
and uses a wide the set readings.
range of additional
literature to support
critical review.
Critically discusses Articulates Provides a strong Provides a sound Some broad Little evidence of
key findings in comprehensively a discussion of discussion of discussion of critique of literature
relation to critical analysis of findings in relation findings in relation findings and linking regarding
exemplary teaching findings in relation to exemplary to exemplary between exemplary professional
practices and how to exemplary teaching elements teaching elements teaching elements identity.
they impact on teaching elements and impact on and professional and professional
professional and impact on professional identity. Builds and identity.
identity. (10 marks) professional identity. Critically draws on some
identity. Builds and applies a number of relevant concepts
draws extensively relevant theoretical explored in the
on the theoretical concepts explored subject to
work explored throughout the strengthen the
throughout the subject to discussions.
subject and beyond strengthen the
to strengthen the discussions.
discussions.
Excellent use of
additional
references.

14
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Explains the Discussion reflects Strong discussion of Sound discussion of Broad discussion of Little evidence or
implications of exceptionally strong the value of the value of the value of discussion of the
utilising research understanding of utilising research utilising research utilising research value of utilising
skills and literature practitioner and literature to and literature to and literature to research and
to review findings research and the review development review development review development literature to review
on own professional key findings for of own professional of own professional of own professional development of own
identity and developing own identity and identity and identity and professional identity
teaching practice. professional identity teaching practice. teaching practice. teaching practice. and teaching
(10 marks) and teaching Thoughtful Some practical Some broad practice. Little
practice. practical examples examples provided reference to support reference to
Advocates for provided of future of future literature, supporting
exemplary teaching professional professional integration is not literature.
practice in practice. practice, with some strong.
education context Distinguishes reference made to
and provides between education selected education
insightful practical contexts. A range context. Some
examples of future of references to broad reference to
professional support literature, support literature,
practice. Excellent well integrated. with some
use of relevant integration evident
references used to
support all aspects
of thinking.
Presents work Well structured Clear and concise Sound structure Generally clear; Work lacks
professionally, with paper or innovative structure; and coherent text; paper/presentation structure; little
clear academic presentation within strengthened by effective has introduction, evidence paper has
writing and within the word/time relevant research; grammatical body and been edited;
the word limit. (5 limit; explicitly grammar and expression; adheres conclusion; terminology
marks) identifies the key syntax mostly to word/time limit; developed with inappropriate;
issues; cohesive, correct; cohesive uses appropriate student’s voice; frequent
grammatically text within terminology; minor sentences coherent spelling/typographic
correct structure; word/time limit; typographic and /or and grammatically errors. Poor
very few discriminating use spelling errors. correct; within paraphrasing or
typographic or of appropriate Analysis well word/time limit; overreliance on
spelling errors. vocabulary; few developed with some typographic quotes. Submitted
With competent typographic or student’s voice and and /or spelling to Turnitin;
integration of spelling errors. supported by errors. Some originality report
evidence, submitted literature and appropriate use of detects some
to Turnitin; original research. evidence but needs insignificant
work with to be better matches.
insignificant integrated; Significantly below
matches. submitted to or above the
Turnitin; originality word/time limit.
report detects some
insignificant
matches.
Uses the latest As for distinction, As for credit, As for pass, The 4 elements of A reference list was
edition of APA additionally all additionally all additionally all the APA referencing not included or
referencing style references and references and references and style are present in demonstrated
correctly for both citations citations citations all reference list multiple errors.
in-text citations consistently consistently consistently citations, (creator, In-text citations
and reference list. demonstrate correct demonstrate correct demonstrate correct copyright date, title and /or reference
(5 marks) punctuation. Full formatting. Italics, formatting. Italics, of work and source list citations were
stops, commas, capitalisation, capitalisation, of work). The list is omitted or were
colons, parenthesis regular text and regular text and alphabetically used incorrectly
follow APA spacing follow APA spacing follow APA ordered, double throughout.
conventions for conventions for conventions for spaced with
particular reference particular reference particular reference hanging indents.
types. See the types. See the types. See the In-text citations
Library APA guide. Library APA guide Library APA guide. include page
numbers etc. if
directly quoting a
source and are
matched in the
reference list. See
the Library APA
guide.

15
3.2.2 Report: Reflections on exemplary teacher qualities

Weight: 50%
Type of Collabora- Individual
tion:
Due: Monday 6th May 2024 11:55 pm.
Submission: Turnitin
Format: Submission details:
- Submit a draft of your assignment (not a PDF) a week before the due date. This will
give you time to review your Originality (Similarity) Report and edit your work. The
purpose of the draft submission is for reviewing and editing the matches to published
sources found in your paper, it is not for receiving feedback from your tutor.
- Submit an electronic copy of your final assignment (including your reference list) to
Turnitin.
- Assignments submitted after the due date and time, without an approved extension, will
be penalised 10% per day for late submission (see General Submission Requirements).

Length: 2000 words

Use of Artificial Intel- Use of generative artificial intelligence (AI) is not permitted in this assessment task without
ligence: appropriate acknowledgement. Working with another person or technology in order to gain
an unfair advantage in assessment or improperly obtaining answers from a third party
including generative AI to questions in an examination or other form of assessment may
lead to sanctions under the Student Misconduct Rule. Use of generative AI tools may be
detected.

Instructions:

This assignment requires you to conduct a small primary research project (interviewing between 5 and 10 people)
in order to explore the experiences and beliefs that they have had around high quality / exemplary teaching. You
will need to develop an interview data collection tool, analyse your data, and discuss your findings. Your assignment
must include three key components:

1. Reflection: document research process; describe your research process and summarise the characteristics of
participants. Please ensure you interview a diverse range of people (different ages, cultural backgrounds, gender,
professions). These participants can be, for example, peers, family members, friends, personal networks, work
colleagues. Reflect on their experiences and beliefs of exemplary teaching. Identify characteristics which are teaching
strategies and personal qualities.

2. Comparison: analyse your data using literature to support explanations. Compare and contrast the beliefs,
experiences and reflections you have identified in the above discussion. What is similar and different regarding their
beliefs, experiences and thoughts about high quality teaching? What factors have impacted on interpretations and
why? A grouping system will help you to analyse the information you have gathered. Look to academic and scholarly
literature sources to make sense of or interpret the similarities and differences you have identified. You should also use
literature to help you explain why the personal qualities and teaching strategies are examples of high-quality teaching
and connected to professional identity. Reflect on how the findings from the research support or challenge your own
beliefs and understandings of quality/exemplary teaching.

3. Critical reflection: role of research in teaching and research strategies you will embed in your teaching. Critically
reflect on your research process and the value of research in informing your teaching practice. Discuss what worked
well and where you could have improved your research. You should discuss the new elements that you learnt from
carrying out this piece of research. Your critical reflection must also include an outline of the research strategies that

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you will embed in your practice to develop your professional identity and high-quality teaching practice.
Use academic literature to support your critical reflection.
ASSESSMENT CRITERIA

1. Reflections of participants’ experiences and beliefs of high quality/exemplary teaching are clearly and thoughtfully
presented. (10 marks)

2. Describes the research process undertaken to carry out the exploration of participants’ beliefs and experiences of
high quality/exemplary teaching. (10 marks)

3. Compares participants’ interpretations of exemplary teaching with links to relevant research in the field as well as
your own understanding and experiences (10 marks)

4. Critically reflects on the role of research in practice and thoughtfully reflects on strategies to embed research in
own practice and development of professional identity. (10 marks)

5. Presents work professionally, with clear academic writing and within the word limit. (5 marks)

6. Uses the latest edition of APA referencing style correctly for both in-text citations and reference list. (5 marks)

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Marking Criteria:
Criteria High Distinction Distinction Credit Pass Unsatisfactory
Reflections of own High level Reflection is on Reflection is sound, Reflection is Reflection is
and participants’ reflection, which is topic and on topic and superficial. unsuitable or lacks
experiences and multidimensional, demonstrates demonstrates Discussion is on detail. Does not
beliefs of high analytical and considered, thoughtful topic and identifies present a clear and
quality/exemplary considers a range of insightful thought consideration on a number of various thoughtful
teaching are clearly relevant factors. on a variety of some suitable factors relevant to discussion of the
and thoughtfully significant factors. aspects. the topic. experience of the
presented. (10 topic.
marks)
Describes the Presents a Description offers Description of the Description Description of the
research process sophisticated an in-depth research process is demonstrates a research process is
undertaken to carry understanding of understanding and clear and shows a basic understanding limited and does
out the exploration the research justification of the sound of the research not show an
of own and methodology and research understanding of process utilised to accurate
participants’ beliefs articulates clearly methodology. the methodology undertake the understanding of
and experiences of the differences in Draws on a range used to conduct the research. Lacks use research
high research methods of references to research and uses a of supporting methodology.
quality/exemplary drawing on an support reflection. limited number of literature or is not
teaching. (10 extensive range of references to well integrated.
marks) references and support reflections.
readings.
Compares Distinction + Excellent Summarises and Summarises and Comparison is
participants’ outstanding and comparison of compares clearly compares the unsuitable or lacks
interpretations of insightful interpretations and the similarities and similarities and detail. Does not
exemplary teaching comparison. insightful differences in the differences in the present analysis of
with links to explanation of overall overall the experience of
relevant research in factors impacting interpretation. interpretation and the topic. Does not
the field. (10 on the similarities Nuanced selection analysis with compare and
marks) and differences. of research papers research in the contrast. Provides
Extensive selection that provided useful area. Literature is a very vague link or
of relevant research input. Some use of used to support connection between
papers to support literature. Relevant comparisons, but is the interpretations
comparative comparison. not well integrated. of individuals with
analysis. relevant research.
Inadequate
relevance of
references or
comparison.
Critically reflects on Discusses in a Thoughtfully Critically discusses Defines and Reflection is not
the role of research sophisticated way reflects on what what professional demonstrates a critical. Lacks
in practice and what professional professional identity identity is, and role suitable depth of
thoughtfully reflects identity is and the is, and critically of practitioner understanding of understanding of
on strategies to role that considers the role of research in own professional the role of
embed research in practitioner research and the practice. Critically identity. Basic practitioner
own practice and research has on the process utilised. reflects on the critical reflection on research. Limited or
development of development of Strong links to research strategies the role of no reflection of
professional professional identity reflection of that will be utilised practitioner research strategies
identity. (10 marks) through practice. exemplary teaching in practice to research in practice. that will be adopted
Thoughtful and development of develop professional Limited critical in the development
consideration of the professional identity. Draws on consideration of of professional
research strategies identity. References a range of relevant research strategies identity and
that will be used in are used to references to utilised in practice. References
practice. References illustrate and support professional identity lacking, limited or
are identified widely strengthen understandings and practice. Draws not suitable.
to illustrate and understandings of beyond the set on a limited range
strengthen these constructions readings. of references to
understandings of beyond the set support
these constructions. readings. understandings
Insightful links beyond the set
between research readings.
and exemplary
teaching.

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Criteria High Distinction Distinction Credit Pass Unsatisfactory
Presents work Well structured Clear and concise Sound structure Generally clear; Work lacks
professionally, with paper or innovative structure; and coherent text; paper/presentation structure; little
clear academic presentation within strengthened by effective has introduction, evidence paper has
writing and within the word/time relevant research; grammatical body and been edited;
the word limit. (5 limit; explicitly grammar and expression; adheres conclusion; terminology
marks) identifies the key syntax mostly to word/time limit; developed with inappropriate;
issues; cohesive, correct; cohesive uses appropriate student’s voice; frequent
grammatically text within terminology; minor sentences coherent spelling/typographic
correct structure; word/time limit; typographic and /or and grammatically errors. Poor
very few discriminating use spelling errors. correct; within paraphrasing or
typographic or of appropriate Analysis well word/time limit; overreliance on
spelling errors. vocabulary; few developed with some typographic quotes. Submitted
With competent typographic or student’s voice and and /or spelling to Turnitin;
integration of spelling errors. supported by errors. Some originality report
evidence, submitted literature and appropriate use of detects some
to Turnitin; original research. evidence but needs insignificant
work with to be better matches.
insignificant integrated; Significantly below
matches. submitted to or above the
Turnitin; originality word/time limit.
report detects some
insignificant
matches.
Uses the latest As for distinction, As for credit, As for pass, The 4 elements of A reference list was
edition of APA additionally all additionally all additionally all the APA referencing not included or
referencing style references and references and references and style are present in demonstrated
correctly for both citations citations citations all reference list multiple errors.
in-text citations consistently consistently consistently citations, (creator, In-text citations
and reference list. demonstrate correct demonstrate correct demonstrate correct copyright date, title and /or reference
(5 marks) punctuation. Full formatting. Italics, formatting. Italics, of work and source list citations were
stops, commas, capitalisation, capitalisation, of work). The list is omitted or were
colons, parenthesis regular text and regular text and alphabetically used incorrectly
follow APA spacing follow APA spacing follow APA ordered, double throughout.
conventions for conventions for conventions for spaced with
particular reference particular reference particular reference hanging indents.
types. See the types. See the types. See the In-text citations
Library APA guide. Library APA guide Library APA guide. include page
numbers etc. if
directly quoting a
source and are
matched in the
reference list. See
the Library APA
guide

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4 Readings and Resources

4.1 Essential Readings

Prescribed Textbook

Bolshaw, P., & Josephidou, J. (2019). Introducing Research in Early Childhood. Sage Publications.

Retrieved from http://ezproxy.uws.edu.au/login?url=https://search.ebscohost.com/login.aspx?direct=true&db=

nlebk&AN=2691306&site=ehost-live&scope=site

Essential Reading

Baum, A., McMurray-Schwarz, P. (2015). Reading and Interpreting early childhood research, p.783-890, in O.
Saracho. (Ed), Handbook of Research methods in Early Childhood Education. Charlotte NC: Information Age
Publishing.

Beauchamp, C., & Thomas, L. (2010) Reflecting on an ideal: student teachers envision a future identity. Reflective
Practice, 11(5), 631 - 643

Dowling, P., & Brown, A. (2010). Doing research/reading research (2nd ed.). Retrieved from
http://www.uwsau.eblib.com.au

Dumont, H., Istance D., & Benavides, F. (Eds.). (2010). The nature of learning: Using research to inspire practice.
Retrieved from http://www.oecd-ilibrary.org/education/the-nature-of-learning_ 9789264086487-en

Hardy, I., Ronnerman, K., & Edwards-Groves, C. (2018). Transforming professional learning: Educational action
research in practice. European Educational Research Journal, 17(3) 421-441

MacNaughton, G., Rolfe, S. & Siraj-Blatchford, I. (2010). Doing early childhood research: international perspectives
on theory and practice (2nd ed.).Crows Nest ,Australia: Allen & Unwin.

Ministerial Council on Education, Employment, Training and Youth Affairs Melbourne. (2008). Melbourne Declara-
tion on Educational Goals for Young Australians.

Munns, G., Sawyer, W. & Cole, B. (Eds.). (2013). Exemplary teachers of students in poverty. Retrieved from
http://uwsau.eblib.com.au

Newman, L., & Woodrow, C. (2015) Recognising, valuing and celebrating practitioner research. In L. Newman, & C.
Woodrow. (eds). Practitioner Research in Early Childhood: International Issues and Perspectives, SAGE Publications.

Newman, L., Leggett, N., Duffy-Fagan, M., & Higginbottom, K., (2018). Strengthening quality through critical
reflection and action research. Early Childhood Australia.

Nolan, A., Macfarlane, K. & Cartmel, J. (2013). Research in early childhood. Los Angeles ,CA: Sage.

NSW Education Act 1990 https://legislation.nsw.gov.au/#/view/act/1990/8

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Woodrow, C. (2008). Discourses of professional identity; movements in Australia, European Early Childhood Educa-
tion Research Journal, 16(2), 269-280.

4.2 Recommended Readings

Additional Reading

Fleer. M. (2006). Early childhood learning communities: Sociocultural research in practice. Frenchs Forest, Aus-
tralia: Pearson Education Australia.

Locke, L., Silverman, S., & Spirduso, W. (2010). Reading and understanding research (3rd ed.). Los Angeles, CA:
Sage.

McNiff, J., &Whitehead, J. (2013). Action research: principles and practice (3rd ed.). Retrieved
http://uwsau.eblib.com.au

Oliver, P. (2010). Understanding the research process. Retrieved from http://site.ebrary.com.

Ostorga, A. N. (2006). Developing teachers who are reflective practitioners: A complex process. Issues in Teacher
Education, 15(2), 5-20.

Punch, K. F. (2014). Introduction to research methods in education (2nd ed.). London, England: Sage Publications.

4.3 Other Teaching and Learning Resources

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5 Key Teaching and Learning Policies

The University has several policies that relate to teaching and learning. Links to important policies affecting students
are below. It is your responsibility to ensure you familiarise yourself with these policies so that you are aware of your
rights and responsibilities.

– Assessment Policy
– Assessment Policy - Review of Grade Procedures
– Bullying Prevention Policy
– Disruption to Studies Policy
– Enrolment Policy
– Examinations Policy
– Learning and Teaching Policy
– Progression Policy
– Student Code of Conduct
– Student Misconduct Rule

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