Explores the landscapes of practitioner inquiry, including its histories, affiliated paradigms and approaches, as well as ethical considerations.

Investigates theories and issues associated with developing educational programs and practices in various educational contexts. Addresses the development of new programs and their implementation in schools and other educational settings. 

This course is designed to guide the process of inquiry development within a professional context.

Focuses on educational issues, trends and practices which impact teaching and learning in schools and other educational settings.

Building on the philosophical and methodological foundations developed in the previous term. This course supports students in engaging in ethical inquiry practices within their specific professional contexts. Participants will undertake an inquiry project during the term, engaging in spirals of action and reflection, to extend, enrich and theorize professional practice. As a community of inquirers, we will critically and creatively investigate our practice as teachers, re-imagine teaching and learning relationships, and reconfigure lives in schools.  

The goal of this course is to support students in explicating, synthesizing, interpreting, and evaluating their key learnings in the Master of Educational Practice: Practitioner Inquiry Program. Through dialogue, writing, and arts-based practices, we will explore what we have learned through conducting our inquiries, engaging with theory, exploring our own autobiographies, and examining critical moments in our journey(ies). We will work towards crystalizing our learning and deepening our understanding of our practice as educators. This inquiry project will form the basis of the ‘comprehensive examination’ to follow.

Although formally referred to as the ‘Comprehensive Examination,’ this is not an ‘exam’ as such, but a summative presentation by each student of their now-extended understandings of the relationship between theory, practice, and teacher-inquiry. There will be two components: (1) teacher-learners will write a paper summarizing their inquiry projects, their understandings, and their further questions; and, (2) they will present their work to a community of inquirers consisting of cohort colleagues and instructors.