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Contents
Table of Contents i - viii
Attestation of authorship ix
Acknowledgements x
Ethics approval xi
Abstract xii
Preface XIII
Two important features of the thesis – focus and metonymy xiii
Position, person and tense xviii
Conclusion xxi
PART ONE – INTRODUCTION, METHODOLOGY AND METHODS
Chapter One – An Introduction to the study 1
Introduction 1
Why is this study important to me? 1
The gaps that the thesis aims to fill 5
A gap in the understanding of professional learning that results
from the use of the group context of that learning. 5
Existing practice 5
The Semester 6
Components of the course 8
The process of the Semester 11
What the Semester is aimed to accomplish 11
Figure 1.1 - Trajectories of student performance 12
Selection, composition and exclusions 13
Adult education – therapeutic modelling and dynamic administration 15
Vicissitudes of this practice 17
So where is the gap in the understanding of professional learning? 19
Table 1.1 The gap in knowledge in relation to the learning group 19
A second gap, in ways of investigating 20
Figure 1.2 - Predominant chronotopes of qualitative enquiry 21
Table 1.2 - The gap in ways of investigating 23
Conclusion 24
Chapter Two Part One – Literature review 25
Introduction 25
Why is this study important to others? 25
What has been understood previously?
(A review of previous literature and research) 27
Infant Observation 40
The debate between Green and Stern 42
The work of Ogden, Norman and Salomonsson, Thorndeycroft and McCabe,
and Balint 43
The contribution of Meltzer 45
Conclusion 47
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