Core Module Information
Module title: Professional Enquiry

SCQF level: 11:
SCQF credit value: 20.00
ECTS credit value: 10

Module code: TED11101
Module leader: Jamie Thom
School School of Applied Sciences
Subject area group: Teacher Education


Description of module content:

This module is focussed on building your skills in practitioner based enquiry. The module will help you develop this skill through the systematic study of practice. You will learn about teachers’ work and teachers themselves as a basis of research. The skills you will learn will help you develop through reflective practice and, have ownership of your research. Successful enquiry is not just about finding the answer to a question but will deepen understanding by surfacing new questions and ultimately improve learning and teaching.

Practitioner enquiry is one of the key elements in the new GTCS Professional Standards and in Scottish Education policy

2.3.2 Have knowledge and understanding of the importance of research and engagement in professional enquiry, 3.4.1 Read and critically engage with professional literature, educational research and policy.

After completing this module you will have an understanding of how practitioner enquiry can be an integral aspect of the day-to-day practice of teachers. You will gain an appreciation that successful teaching requires regular engagement in practitioner enquiry to support professional growth by challenging or 'disrupting thinking' and 'ingrained habits of mind'. The module will explore practitioner enquiry and its role in helping create a space to stop and look again at existing ways of working. It is argued by McLaughlin et al (2004) that teachers who engage in research have 'better understanding of their practice and ways to improve it'. For some teachers, enquiry may promote levels of critical reflection that are transformative.

This module will help develop the attributes required to successfully build these professional skills by introducing the action – research practitioner research cycle and other methodological approaches so that you can use a range of techniques to inform your own professional practice.

McLaughlin, C. Black-Hawkins, K. and McIntyre, D. (2004) Researching Teachers Researching Schools, Researching Networks: Review of the Literature. University of Cambridge: Routledge Menter, I Elliott, D Hulme, M. Lewin, J Lowden K. (2011) A Guide to Practitioner research in Education. SAGE publishing

Indicative Content
The module content will progressively allow you to explore all the features of professional enquiry and provide a useful toolkit for you to undertake action research.

These will include introduction to professional enquiry and how it can support teachers’ professional development throughout their careers

3.4.2 Engage in reflective practice to develop and advance career-long professional learning and expertise.

We will then introduce models of enquiry to allow you to move from a hunch to developing enquiry questions before studying, and very importantly using, different methods of collecting both quantitative and qualitative evidence. All of these activities will be grounded in the British Education Research Association ethical guidelines relating to educational research. Finally, you will be supported at each stage as you develop your own enquiry based around interdisciplinary learning.

Learning Outcomes for module:

The Learning Outcomes of this module are aligned with the General Teaching Council for Scotland’s Standard for Provisional Registration (, and will also develop your values of social justice, integrity, and trust & respect, as well as your professional commitment.

Upon completion of this module you will be able to:

LO1. Apply a range of skills, appropriate tools, frameworks and methodologies to explore and evaluate a relevant aspect of professional practice.

LO2. Interpret, use and evaluate data to create informed research outcomes, conclusions and recommendations.

LO3. Critically reflect on your own development and improve your professional practice through observation, reflection, evaluation and enquiry.

LO4. Analyse and evaluate methodologies and areas of enquiry and identify their strengths and limitations.

LO5. Demonstrate a critical awareness of ethical and professional codes of practice in the implementation of methodologies, interpretation and dissemination of findings and insights.

LO6. Communicate effectively using a range of appropriate strategies and technologies.

Full Details of Teaching and Assessment
2023/4, Trimester 2, FACE-TO-FACE, Edinburgh Napier University
Occurrence: 001
Primary mode of delivery: FACE-TO-FACE
Location of delivery: SIGHTHILL
Partner: Edinburgh Napier University
Member of staff responsible for delivering module: Jamie Thom
Module Organiser:

Student Activity (Notional Equivalent Study Hours (NESH))
Mode of activityLearning & Teaching ActivityNESH (Study Hours)
Face To Face Lecture 11
Face To Face Seminar 20
Online Groupwork (Independent Study) 30
Independent Learning Groupwork (Independent Study) 90
Independent Learning External visits 40
Independent Learning Groupwork (Independent Study) 9
Total Study Hours200
Expected Total Study Hours for Module200

Type of Assessment Weighting % LOs covered Week due Length in Hours/Words
Report 50 1, 2, 3, 4 & 5 33 , WORDS= 1500
Oral Presentation 50 1,6 38 HOURS= 00.15
Component 1 subtotal: 50
Component 2 subtotal: 50
Module subtotal: 100

Indicative References and Reading List - URL:
Professional Enquiry TED11101