Drawing on the insights gained in 'Teacher as Researcher 1', this module revisits and deepens the student teachers' understanding of and commitment to 'teachers as researchers', supporting also their synthesis, analysis and discussion of data collected on school placement. Student teachers will also be supported in sharing their research with their peers, advancing their educational research literacy and their commitment to the development of collaborative communities of inquiry. Please note that the new module Teacher as Researcher 1 (7632) is to be M graded with this normally graded module.

Inquiry as Stance; teachers as researchers; educational research and its contribution to teaching, learning and assessment; Interpreting and discussing research findings; understanding the Teaching Council's Croí: Collaboration and Research for Ongoing Innovation Research Series; critically evaluating school-based data and its implications for educational policy and practice; preparing a research presentation; linking to early-stage career role identity.

On successful completion of this module, students will be able to: - analyse their research data collected while on school placement - present their research to their peers identifying clearly the implications of their findings for their own professional practice - identify the implications of their research findings for the educational community (parents, pupils, teachers, pre-service teacher peers, principals, NCCA, The Teaching Council, etc). - develop a clear set of research recommendations based on their inquiry which afford consideration to the research context and which consider both policy and practice imperatives. - demonstrate an understanding of the role and value of pre-service teacher researcher induction as aligned with their Integrated Professional Induction (Droichead) requirements as Newly Qualified Teachers (NQTs)

On successful completion of this module, students will be able to: - develop a critical and lived understanding of the role and value of teacher researchers in schools - evaulate the role of their cumulative inquiry insights in shaping their own professional learning journey as part of the National Framework for Teachers' Learning (CPD): Cosán. - reflect on the challenges and opportunities presented by teacher-led research and consider the associated implications for their future careers - consider their own role in the development and advancement of communities of inquiry in schools

On successful completion of this module, students will be able to: N/A

Student teachers will engage in one 2 hour lecture and one 2 hour tutorial per week. The early tutorials will serve to assist students in the analysis and interpretation of their research data and support their associated writing process. The latter tutorials will serve to encourage students to consider the implications of their experience as teacher researchers for their future careers, identifying both the challenges and opportunities within this role and exploring pathways for navigating these considerations. Student teachers will also be challenged to explore their module gained insights in light of the professional learning supports and professional obligations associated with the role of a Newly Qualified Teacher (NQT) with particular attention to Cosán - the framework for teachers' learning and Droichead: The Integrated Professional Induction Framework. Students will also share their research with their peers via podcasts and live presentations. Students are required to submit a reflection on their research project to their professional portfolio reflecting on the personal and professional insights and implications gained from engaging in the process.