It's begun.....

It's the easter holidays and finally something has begun for me with module 3!

After weeks of doing nothing in absolute fear of how i would even begin the mammoth task of the critical review. I've finally managed to get my thoughts down and make a start. It's been overwhelming to read all the literature and just keep discovering more and more. It's great how one piece of literature can open up a whole catalogue of new literature to read.

I'm just hoping i can get lots done before the easter holidays finish and i am once again back into work mode. However, now i have made a start i know exactly what i want and won't be afraid finishing.

My only concern is my artefact for which i am totally clueless about. I'm waiting for that Eureka! moment....

Module 3 (Campus Session 1)

After feeling pretty deflated form Module 2. I wasn't at all looking forward to Module 3 in any shape or form. I think most of my problem with the last module was that i didn't allow any time for doing my work and allowed my business to take up more time than it needed. I also only attended one campus session last module which was incredibly helpful but i only wished i had attended all 3.

Making sure i attended this first session, i realised how important these campus sessions are for me. Being able to interact with other students on the course and getting an answer back to all my questions set me in the right course for Module 3.

For me, this campus session was all about planning & preparation for the work we are about to undertake in the next few weeks. I was reminded by paula that even though we made a full proposal back in Module 2, i have had worries that maybe i bit off more than i could chew and i might have to make small changes to my inquiry and data collection. Paula confirm that subtle changes could be made but anything drastic would need to be approved.

We are advised to make sure we look at our feedback for our inquiry proposal and reply to our advisor with a short 1 page summary. Responding to any suggestions made to us.

4 areas that i will be focusing at the moment i noted down

1. Topic Area & Inquiry Questions
2. Ethical Issues
3. Researching Literature
4. Gathering Data

We are advised to write down 3 actions that be next on our agenda list. I wrote down these

Action: Consent Forms - Send consent forms and a guideline to the parents of my school advising them of my inquiry and what it involves.

Action: Find Literature - Deeper searching of literature that is relevant to my questions and can be used for my literature review.

Action: Framework - Write up framework for my data collection i.e Interview questions, Survey Questions, Marking scheme for my observations.

After attending this session, it has given me great start to this module and made me realise how important communication with my fellow BAPP members is! I will be using blogging a lot more during this module to make sure i don't end up leaving all my questions unanswered.

I am now ready for Module 3. Let the work begin. Bring IT

Critical Reflection Portfolio - Module 2

Critical Reflection Portfolio

Module 2 has been a big stepping stone from the previous module with progression and being able to discover my own professional identity. It has provided me with a connection of great significance towards preparing for the final module.

Developing Lines of Professional Inquiry

Part 4 was a great introduction to creating a structure for my inquiry and begin applying theories to my professional practice. Learning to develop a set of questions (A) that query my practice was insightful and a learning curve. Initially split with which pathway my line of inquiry would be (B), I learnt to explore the environment in which I work and what areas needed improving. Using communication tools introduced to me in Module 1, by blogging my emerging questions i was able to use fellow practitioner comments (B) to regain confidence in my proposal. 

Professional Ethics

Ethics was an unfamiliar topic of interest for me but after finishing Reader 5 I was inspired to reflect on what ethics I have been using in my professional practice (C). Creating a list of my own ethics and comparing them with a school I guest teach at, as well as my business partner’s ethics, was a great introduction to applying any ethical standards that were absent (D).

In preparation for my professional inquiry, I was able to consider that my line of work with children would be a strong area of ethical concern when dealing with research. Oliver (2003) suggests that a “teacher researching students affords their professional status more authority and could influence attitudes to an inquiry.” It has given me a new insight into how much work I should undertake when creating ethical guidelines for my future collation of research.

Tools of Professional Inquiry

The final part of this module taught me the foundations of data collection and the tools I will be using as part of my line of inquiry. Reader 6 presented me with four main research methods, I was able to pilot these and reflect in preparation for my final inquiry. This enabled me to determine which tools I would be using in my eventual plan and the work required for each method. 

A crucial task of Part 6 that was relevant in the development of my inquiry questions, was identifying three pieces of literature (E)(F)(G) that were related to my evolving ideas. After discovering literature that linked to my interests of negative attitudes to males in dance, I reflected on my own professional practice where I found that specifically I was lacking adolescent boys, but not males in general.

Summary

This module has given me new inspiration of ways in which I can not only enhance my own learning but to also improve my business. Initially I was uncertain of my questions and struggling to choose a direction for inquiry plan, but I am now confident that I have chosen the correct topic of interest and I am keen to get started in terms of seeking answers to questions and strengthening my professional practice. 

References

Oliver, P. (2003) The students guide to research ethics. Maidenhead: Open University Press