Construct an argument related to conducting practitioner inquiries in classrooms and examine the notion of developing an inquiry stance

Present and refine a plan for a practitioner inquiry after critical feedback from peers and lecturers.

Develop understandings about practitioner inquiry, what it is and how it difers from other forms of inquiry and builds ongoing professional learning.

Recognise the role of inquiry in framing the constitution of good teaching.

Develop a deep personal understanding about the purpose of becoming an inquirer of practice.

Critically examine and theorise the chosen methodology and its relationship to the inquiry

Develop clear understandings about ethical inquiries into practice and the ways in which this is determined

Examine a broad range of strategies for evaluating teaching programs in order to improve students' learning.

Understand the use of informal and formal assessment strategies to gather data about student learning and teaching practice and the links to decision-making about next steps

Examine the use of the Graduate Teacher Standards in identifying professional learning needs.

Demonstrate familiarity with the use of a range of innovative research methodologies for conducing practitioner inquiries including self-study, narrative, action research and hybrid approaches.

Analyse and synthesise concepts and contemporary issues in educational research.

Write explanations and analyses that are clear, logical, convincing, concise and evidence-based.

Develop the capacity to frame an ethically and methodologically sound practitioner inquiry that indicates understanding of how data is used to inform the inquiry.