Teacher Authority WEEK 1 – Welcome webinar preparation + Free word associations Learn about course syllabus and learning environment Course basics Provide personal information Initial survey Write word associations as part of the initial survey Free word associations Study and share literature on the topic Existing relevant literature on Teacher Authority

Teacher Authority WEEK 2 – Welcome webinar + Sentence completion + Blog Getting to know the course and each other Results of the initial survey Authority, authority in education, teacher authority Welcome webinar Follow-up free word association Free word associations (cont’d) Complete unfinished sentences as part of a survey Sentence completion Create your own blog (you, your motivation, hopes, objectives, portfolio of results) Blog Provide your feedback regarding the course Course quality survey

Teacher Authority WEEK 3 – Qualitative methods (Mind map, Reflective narrative) Theoretical background Read on qualitative research and focus group Qualitative research methods How to make one Create and submit your own mind map with Teacher Authority in its core Mind map – theory + practice Write two short essays as per instructions given Short written narrative I + II Provide your feedback regarding the course Course quality survey

Teacher Authority WEEK 4 – Second webinar (Focus Group) + Written narrative + QTI Teacher authority Second webinar – Focus Group Write two more short narratives as per instructions given Short written narratives III + IV Complete initial QTI survey Pilot research Provide your feedback regarding the course Course quality survey

Teacher Authority WEEK 5 –Quantitative approach (QTI) + Collaboration project Likert scale QTI questionnaire Quantitative approach Study the results of the pilot research Results of QTI pilot research Start working in groups and discuss possible adaptation of the QTI for the purpose of Teacher Authority research Change current questions and add a new block of questions based on your understanding of authority Modified QTI Provide your feedback regarding the course Course quality survey

Data collection WEEK 6 – Third webinar on QTI adaptation + Data collection/analysis Submit your blocks of questions for peer evaluation Modified QTI questionnaire - submission Adaptation of QTI questionnaire is finalised Discussion regarding the live data collection Choose the final format of the survey Third webinar Adapted questionnaires are tested Adapted QTI trial Provide your feedback regarding the course Course quality survey

Data collection WEEK 7 – Data collection Results of the trial questionnaire analysis Results of the trial Distribute questionnaires to collect data Data collection Provide your feedback regarding the course Course quality survey

Data collection WEEK 8 – Data collection and analysis Distribute questionnaires to collect data Data collection Analyze acquired data Analysis Provide all your peers with acquired data and your analysis Data submission Provide your feedback regarding the course Course quality survey

Data analysis WEEK 9 – Data analysis, Mind/Concept mapping Read on concept mapping; see the template and examples Modify your first mind map based on the experience from the course and the results of the analysis of acquired data Submit final version of your mind/concept map Mind/concept map (final) Write an essay on data collection regarding pros/cons, pointing out issues Research process and results Provide your feedback regarding the course Course quality survey

Data analysis WEEK 10 – Final webinar on the course outcome Data collection (circumstances, issues, other feedback) Comparing the results of the data analyses (results) Comparing final mind/concept maps Outcome of the course + Q&A Final webinar Evaluation Portfolio Feedback Course assessment

Learning environment – eLearning portal

Blog

Authority What made you join this course? Why is this topic interesting for you? What do you think were most frequent connotations with authority? Results of the first survey – word associations Is there a difference between being an authority and having one? What is authority? Why are word associations and unfinished sentences among first tasks? Why is mind mapping included? What do you expect of Focus group and Questionnaire on teacher interaction? Research methods (teacher authority)