Enabling pedagogic research: the impact of a masters in education (MEd Professional practice in Education) on the practice of academics

Abstract

Using the model of action research explored by McNiff and Whitehead (2009), this article investigates its application within the MEd (Professional Practice in Education) programme at the University of Central Lancashire (UCLan). The paper suggests that not only does the programme develop skills of educational research for academics on the award, it also supports them in developing as scholarly professionals. Using abstracts and comments from participants on the course, the article discusses the ethical and methodological choices they make during the process of completing their Master’s pedagogic research projects. Finally, the paper highlights the evidence of impact, showing how such formal environments contribute positively to academics’ profiles as educational researchers and as practitioners, and, more importantly, contribute to the learning experience of their students. It raises again the challenge for pedagogic research to demonstrate direct quantifiable impact upon student learning but adds to a growing body of evidence that this is nonetheless happening.