Facilitated Action Research in the Early Years - Online
9:00 am, 07 October 2019 to 12:00 pm, 06 July 2020
This course aims to act as a scaffold for early years practitioners in undertaking action research so that they feel confident and empowered to make changes to benefit the children in their setting.
Christopher Routh – Enterprise Services0207 612 6325
N/A - fully onlineUCL Institute of Education20 Bedford WayLondonWC1H 0ALUnited Kingdom
As a participant on the course you will engage with ten online sessions, spread throughout the year. The sessions have been developed by experts in the field who will engage with you to support the development of your own Action Research project. Each session explores an aspect of the Action Research process and provides opportunities for you to engage and interact within a community of other early years Action Researchers.
What is Action Research?
“WAction Research or practitioner research attempts to instigate change in the form of improved practice, policy and culture within an institution. Action research is a collaborative and participatory research approach’ (Roberts-Holmes, 2018:xvii).
The course will be available online from Monday 7 October 2019. On the first Monday of every subsequent month a new session will open. The last of the ten sessions will open on Monday 6 July.
Who this course is for
This professional development course is aimed at early years practitioners working within early years settings.
The course platform enables on-going dialogue between participants and facilitators. Through a mix of forum discussions, video and live collaborative debates the ten online sessions comprise the following:
- Monday 7 October 2019 - Session 1 - What is Action Research and why engage with it in your setting?
- Monday 4 November 2019 - Session 2 - Identifying a Focus and Creating a Research Question
- Monday 2 December 2019 - Session 3 - Collating Information
- Monday 6 January 2020 - Session 4 - Reflecting on your Research
- Monday 3 February 2020 - Session 5 - Exploring Literature
- Monday 2 March 2020 - Session 6 - Research Skills
- Monday 6 April 2020 - Session 7 - Planning and Implementing a Change
- Monday 4 May 2020 - Session 8 - Reflecting on your Project so far
- Monday 1 June 2020 - Session 9 - Drawing Conclusions
- Monday 6 July 2020 - Session 10 - Considering the Future
Each participant will be required to complete an Action Research project within their own context.
Evaluating the impact of the research, enabled us to justify our changes and articulate how the action research project had influenced practice.
The impact wasn’t just in the changes to the environment. It was within us, as a team, and within me, as a teacher.
I was able to reflect on my own practice and use my strengths to make a change.
By completing the programme you will be able to:
- engage in Facilitated Action Research activity within your own early years setting
- plan, act, observe and reflect upon the influence of changes that you make to your practice or provision
- articulate and disseminate your research activity and its impact upon your practice or provision.
The course is taught entirely online and will require approximately 20 hours of online engagement as well as your commitment to completing an Action Research project.
There are no formal entry requirements for this course, but participants would need to be working within an early years context. Participants will need to be able to converse and engage in English.
There is no formal assessment of this course but specific online tasks will need to be completed to demonstrate engagement. You will receive a certificate of participation for completing the course.
£650 per participant.
Discounts are available for schools, colleges and institutions who wish to sign up a group of five or more learners. If you wish to take advantage of this offer please email firstname.lastname@example.org for more information. Please note that if you use our credit/debit card booking facility (see below) should you book five or more places, the discount will be calculated automatically.
How to book
Credit/Debit card booking
If you can pay by credit/debit card (and you are strongly advised to do so as it saves time) you should click on the Book Now link above which will take you to the UCL online store. You will be asked to register your details and you should follow the online booking procedures. You will be sent an automatic confirmation of your booking initially, while you will receive a further confirmation from the short course team when we have received your booking.
If you wish to pay be invoice please follow these instructions.
- You should first obtain a purchase order number from your finance department at your school or college and the name of the person authorising the booking.
- Click on the Register Here button below.
- Complete and submit the form by clicking on the submit button at the bottom of the form.
Your booking will be handled manually and you will receive a confirmation when your booking has been processed.
About the Facilitators
Amanda Ince, Principal Teaching Fellow
Amanda Ince is programme leader for the MA Early Childhood Education and MA Primary Education (4-12) programmes at UCL Institute of Education. As an experienced tutor, Amanda works with schools and early years settings to develop practice through research and development and professional learning projects. In particular, she works with practitioners to develop early years practice and leadership through knowledge exchange and consultancy. Her research interests are cognitive dissonance in professional learning and leadership.
Eleanor Kitto, Early Years Initial Teacher Training Programme Lead
Eleanor Kitto is Programme Leader for the Early Years Initial Teacher Training programme at UCL Institute of Education. She has worked across Primary and Early Years Initial Teacher Education and MA programmes. Her research uses socio-cultural perspectives on development to explore practices in Early Years and Primary education. She has particular research interests in cultural capital and educational trajectories, classroom dialogue, grouping practices, and the development of EYFS settings through practitioner research.
As Co-authors of the book ‘A Practical Guide to Action Research and Teacher Enquiry: Making a Difference in the Early Years’, Amanda and Eleanor share an interest in supporting practitioner agency through developing practice based upon systematic, reflective, investigation, exploration and collaboration.