Spring 2023 - EDUC 905 G031

Fieldwork IV (5)

Class Number: 4745

Delivery Method: In Person


  • Course Times + Location:

    Location: TBA




The purpose of the course is to explore teaching and learning from a variety of perspectives and expand on topics explored in Education 811 (Fieldwork I) and all other MEd courses to date. The topics include reflective practice, narrative inquiry, identity and culture in the classroom, beliefs informing practice, language instruction, and models of teaching practice. Students will have the opportunity to observe language instruction in post-secondary and private language institutes/programs or, in some instances, public schools. Throughout the course, students are expected to connect fieldwork experiences to theoretical understandings in language instruction and to more deeply explore/research an area of interest.

Meeting Dates:
January 5 to April 6, 2023 (fieldwork dates and times will vary)

On Campus dates will be
January 5, 12, 19, 26
March 2, 30
April 6

Meeting Times:
10:30 a.m.-3:30 p.m. (Fieldwork dates and times will vary)

Meeting Location:
EDB 7505


  • In class writing and discussions
We will be writing in some on-campus classes.  Please come prepared with a reflection/fieldwork journal (electronic device or spiral notebook, etc.).  These in-class writings will be used to frame your inquiry and may be shared with classmates and/or instructor.  It is also an expectation of this course that all students prepare for, and participate in, small group and whole group discussions and demonstrate a professional, thoughtful and collaborative spirit.

  • 3-Part Inquiry Paper and Presentation (Collaborative or Individual)
Drawing on fieldwork experiences and literature connected to teaching and learning languages, students will work individually or collaboratively to conduct research inquiries focused on particular areas of interest. An Inquiry Flow Chart (as used in 811) will frame inquiry papers that will analyze and synthesize data gathered from observing/teaching classes tailored to adult language learners.

Part 1: Completion of an outline of the Inquiry Flow Chart to be shared with classmates for peer feedback. This also includes a one-page proposal to be shared with Host Instructor and Course Instructor.
Part 2: Completion of a comprehensive inquiry paper to be submitted at the end of the course.
Part 3: Presentation of paper/findings in an evening class where some Host Instructors, MEd Instructors and all classmates will be attendance.
  • Group Lesson

Students will work in small groups to research and to creatively present teaching and learning strategies. 

  • Fieldwork (6 visits)

Students will observe and, at the discretion of Host Instructors, may engage in teaching of 1-2 mini-lessons in classes for adult language learners.  It is expected that students will keep a Fieldwork Journal to document observations, discussions and reflections (aimed at unpacking beliefs and assumptions, investigating the deeper meaning underlying events observed, and exploring implications for future practice).

  • Midterm Reflection

Students will write a reflection paper that unpacks various layers of personal/professional understanding pertaining a particular fieldwork event or observation. Students will also write a response to one of their classmates’ reflective papers offering insights and/or asking questions for consideration. Students may use this writing as a basis for the final paper as well as an opportunity to raise new issues and questions regarding fieldwork experiences.

Final Evaluation:

Regular attendance (unless unforeseen illness or emergencies), active participation and punctuality are expected/mandatory.  To earn a satisfactory grade, all assignments and consistent attendance (including 6 fieldwork visits) must be completed. Students are expected to demonstrate sufficient ‘readiness’ for comprehensive examinations as reflected in the quality of written submissions, class participation and presentations.


  • Inquiry Paper and Presentation 40%
  • Mid-term Reflective Paper 20%
  • Participation 30%
  • Small Group Teaching/Learning Strategy Presentation 10%


Inquiry Paper and Presentation:

  • Inquiry Paper - 30%
  • Presentation - 10%
Mid-term Reflective Paper:
  • Paper - 15%
  • Peer Response - 5%
  • On-campus participation - 15% (includes instructor & self-assessment)
  • Fieldwork participation - 15% (includes self-assessment & Host Instructor assessment)
Small Grou Teaching/Learning Strategy Presentation 10% (includes instructor, self and peer assessment)



There is no required textbook for the course as it is expected students will, independently or in small groups, revisit ideas and theories introduced in concurrent/previous courses and explore connections relevant to their fieldwork experiences. To augment this course, a variety of required and recommended readings will be posted to the CANVAS course site. Students are expected to read, take notes and come to class prepared to discuss the readings and make connections to fieldwork experiences.  These readings will frame the in-class discussions and are integral to your learning in this course. Please refer to specific class outlines provided first class and to weekly CANVAS site modules for articles and references.


Your personalized Course Material list, including digital and physical textbooks, are available through the SFU Bookstore website by simply entering your Computing ID at: shop.sfu.ca/course-materials/my-personalized-course-materials.

Graduate Studies Notes:

Important dates and deadlines for graduate students are found here: http://www.sfu.ca/dean-gradstudies/current/important_dates/guidelines.html. The deadline to drop a course with a 100% refund is the end of week 2. The deadline to drop with no notation on your transcript is the end of week 3.

Registrar Notes:


SFU’s Academic Integrity website http://www.sfu.ca/students/academicintegrity.html is filled with information on what is meant by academic dishonesty, where you can find resources to help with your studies and the consequences of cheating. Check out the site for more information and videos that help explain the issues in plain English.

Each student is responsible for his or her conduct as it affects the university community. Academic dishonesty, in whatever form, is ultimately destructive of the values of the university. Furthermore, it is unfair and discouraging to the majority of students who pursue their studies honestly. Scholarly integrity is required of all members of the university. http://www.sfu.ca/policies/gazette/student/s10-01.html