Reference no: EM132975160 , Length: word count:1000

Argument

In this task students will construct an argument in writing that could be presented to faculty members in a school who are debating about ways to deepen their professional learning and students' learning in classrooms.

The argument should aim to convince colleagues to embed practitioner inquiry into their work.

Students should:

• demonstrate that they understand the nature of practitioner inquiry and its value.

• show clear and well-developed understanding of what it means to take an ‘inquiry stance' in relation to teachers' professional learning and the work teachers do to enhance students' learning.

• make links between the idea of taking an ‘inquiry stance' and the Dispositions for Teaching Framework.

The argument should identify three key points related to the value of conducting practitioner inquiry and use research literature to support each key point.

Students should also demonstrate that they are aware of the challenges associated with working in these ways in school contexts. They should explain what stands in the way of schools creating a culture where practitioner inquiry is embedded. Where possible, suggested solutions can be provided for dealing with challenges.

Overall, students should demonstrate their capacity to use language and research to thoughtfully and clearly construct an argument leading to positive change in schools.

The Criteria used to assess this task are that the writing demonstrates the following:

1. Understands the concept of developing an ‘inquiry stance' in teaching and what it means to conduct practitioner inquiry.

2. Convincingly uses key arguments to support the inclusion of practitioner inquiry in a school's culture.

3. Understands some of the key challenges related to embedding practitioner inquiry into schools and provides suggestions for dealing with challenges.

4. Uses personal voice and persuasive language to effectively argue a point of view related to education.