Overall objectives:

1 - Identify the problem and the research site.
2 - Select the paradigm, method and instruments suitable to solve the research problem.
3 - Define the research objectives.
4 - Discuss the epistemological foundation of the method selected.
5 - Planning the research and the components and phases of the report.
6 - Present the project in public.

Syllabus:

1 - The research problem in pedagogical innovation.
2 - Pedagogical processes and research paradigms.
3 - Methods and data collection tools suitable for research in pedagogical innovation.
4 - Qualitative and quantitative data collection and analysis procedures.
5 - External and internal epistemological issues and ethical issues posed to research on pedagogical innovation.
6 - The research schedule.
7 - Presentation and discussion of projects.

Literature/Sources:

. , Esta UC partilha a bibliografia de consulta utilizada na unidade curricular de Investigação em Educação, do primeiro semestre, acrescida da seguinte ,
Correia, J., e Stoer, S , 1995 , Investigação em educação em Portugal: esboço de uma análise crítica, em Bártolo Campos (org.), A Investigação Educacional em Portugal, , Lisboa, Instituto de Inovação Educacional
Eco, U. , 2007 , Como se faz uma tese em ciências humanas , Lisboa: Editorial Presença
Fino, C. N , 2011 , Investigação e inovação (em educação). In Fino, C. N. & Sousa, J. M. Pesquisar para mudar (a educação) , ). Funchal: Universidade da Madeira - CIE-UMa.
Lunenburg, F. C. & Irby, B. J , 2008 , Writing a Successful Thesis or Dissertation: Tips and Strategies for Students in the Social and Behavioral Sciences , Thousand Oaks: Corwin
Oliveira, L. Pereira, A. Santiago, R , 2004 , Investigação em educação: abordagens conceptuais e práticas , Porto: Porto Editora

Assesssment methods and criteria:

Classification Type: Quantitativa (0-20)

Evaluation Methodology:
Hoping that the postgraduate students develop gradual processes of autonomy in the study of theoretical and methodological aspects of research in pedagogical innovation, the classes are organized with lectures and seminars to discuss theoretical and methodological issues. The orientation takes place in small groups or individuallythroughout the different stages of the development of the research project. The evaluation focuses on the quality of participation in classes (30%) and in the writing and presentation of the project (70%).