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illustrates the contribution that each IM made to it. Metaphorically, this is an horizontal analysisof the IMs, which seeks to show patterns and replications from one to the other as a way ofarticulating the component strands of that framework. For ease of reading the framework isoffered here, in tabular form, for the first time:Table 1: The Emerging FrameworkFactor Description Code1. A self notes that it has a self-referential reason for study, N for Need2. The self utilises its prior knowledge, skills or understanding to accessappropriate digital learning resources3. The self actively participates technologically in the social co-constructionof meaning through focused and relevant communities of practical orprofessional enquiry (after Wenger, 1998; 2001 – see Smith, 2003)4. The self critically evaluates these episodes and is able to apply newsynthetic understandings in relevant practical or professional contexts.N for kNowledgeN for NetworkN for NewHow I arrived at this framework is the sub-text to all the work that follows. It is published hereas a way of presenting the hypothesis, in the belief that the rest of the thesis is the story of howthe framework evolved and how it is also the framework around which I structured thephilosophical reflections.Stage 4 of the research process is a synthetic analysis which draws together all the prior learningas a way of evincing the living theory that is generated by the undertaking of this rigorousenquiry.The Layout of Chapter 3The chapter is thus in three parts: first, a structured analysis of how I arrived at the proposedmethodology; second, a discussion of how this methodology is in keeping with the emerging136Simon Hughes Ph.D. Thesis (October 2012)
themes of the study and how it relates to the underlying epistemology and third, a narrativedescription of what I did.137Simon Hughes Ph.D. Thesis (October 2012)
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University of WolverhamptonTowardsa
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ContentsAbstract...................
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Chapter :5 Conclusions.............
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Figure 27: Ns in equal proportion .
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Glossary of AbbreviationsCommonly o
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career path. Such moments have been
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to teacher's professional learning,
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made 2 frontiers, traditional, ideo
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professional learning was shaped by
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“It [education] would seem to tak
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postdisciplinarity have not necessa
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ut with its roots as far back as Da
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“Who doesn’t spend time trying
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Chapter 2: Underpinning literatureT
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Rationale for selecting Epistemolog
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It is not the purpose of this study
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acquired inductively will argue tha
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lecture hall with an expert operato
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occurring in these moments is a shi
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2. Knowledge accumulated by profess
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(Goodson and Mangan, 1991) whether
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2.2.1 Historico-philosophical appro
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potentiality to change the circumst
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2.2.2 Buddhist approaches to the
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2.2.3 Scientific approaches to the
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eactions, or paying homage to share
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Green goes on to state that the rem
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2.2.4 Spiritual approaches to the
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oth soul and body in hell”) or to
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2.2.5 Post-modern approaches to the
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ehaviours that bring personal fulfi
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of the self. The notion of developm
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teacher selves in the phenomena of
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existence of an ‘alter ego’ for
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This model and theoretical perspect
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A contextualised approach to the ph
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2.2x: Relevant Insights derived fro
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may enable me to limit the number o
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It is important to read this diagra
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Freire (1972) would argue for the m
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Polsani's accidental intervention i
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y other adults including their pare
Page 85 and 86: 2.3.0 Reframing the literature revi
Page 87 and 88: the sounds of Varese were 'mashed u
Page 89 and 90: 2.3 Relevant Literature about (Info
Page 91 and 92: stables, the people who curried hor
Page 93 and 94: Examining texts written around the
Page 95 and 96: technologies, placed them. Most wou
Page 97 and 98: Lynch makes these observations in a
Page 99 and 100: Kirkpatrick (2010) verifies this hi
Page 101 and 102: Figure 8: Facebook image 2Noteworth
Page 103 and 104: Robinson's statement above is a nea
Page 105 and 106: there are an increasing number of l
Page 107 and 108: 2.3.2: Accounts of the impact on pe
Page 109 and 110: This resonates with my experience o
Page 111 and 112: technologists who argue that the pu
Page 113 and 114: It was at a conference in Oxford th
Page 115 and 116: From the abstract to the directly r
Page 117 and 118: In essence it appears as if Halpin
Page 119 and 120: 2.4: Liberation technology and prof
Page 121 and 122: 2.5 Approaches to Professional Lear
Page 123 and 124: correlation between the promulgatio
Page 125 and 126: The key point to be made here is th
Page 127 and 128: own knowledge'. Frequently now I wo
Page 129 and 130: 2.6: Auto/pedagogyAn Emerging Frame
Page 131 and 132: more established method to explore
Page 133 and 134: Reflexivity and dialogicsIn keeping
Page 135: ‘tomorrow’ might be designed fo
Page 139 and 140: From these words I take validation
Page 141 and 142: experiencing, this might have been
Page 143 and 144: In one sense, I have taken this thi
Page 145 and 146: The intention is to take an approac
Page 147 and 148: auto/biography. The term auto/biogr
Page 149 and 150: would be necessarily noematic, but
Page 151 and 152: As an RE specialist the use of stor
Page 153 and 154: 3.1.4: Auto/biographyAutobiography
Page 155 and 156: context/situation and action. These
Page 157 and 158: The diagram in figure 15 has been d
Page 159 and 160: exploitation prevalent in South Ame
Page 161 and 162: integrate expertise to satisfy a no
Page 163 and 164: advocated by Whitehead and McNiff (
Page 165 and 166: Critically, the diagram points to t
Page 167 and 168: A further reason why I settled on t
Page 169 and 170: 3.1.7: Why ‘Illustrative Moments
Page 171 and 172: 3.1.8: How will this auto/biographi
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Page 175 and 176: My first pass of each IM against th
Page 177 and 178: 3.2: The relationship of my epistem
Page 179 and 180: is represented here as the outcome
Page 181 and 182: In this metaphorical presentation t
Page 183 and 184: 3.3 A narrative account of the meth
Page 185 and 186: eaders/audience to draw for themsel
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The table above was constructed at
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Chapter 4: An auto/biographic analy
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vertical approach enunciated in cha
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4.1.1 Reflection on IM1Looking back
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Evidencing this is impossible since
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necessary and the resilience I have
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It is a fact that I benefited from
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than the cyclo-styled sheets we gav
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platform as the basis for creating
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4.1.3 Reflection on IM3Professional
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• Chinese education• Chinese te
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ImpactThe impact on me of this trip
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4.1.4 Reflection on IM4Re-reading t
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those articles that I reviewed, wro
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As part of our initial contract wit
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ContextAlluded to in 4.1.3 were the
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Figure 23: Fullan's 3 I's of Educat
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There are also 'bugs' in the domain
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from the concept of i n PD. That wa
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4.2: Stage 2: Analytical reviews of
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AnalysisOn completing the re-readin
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4.3.1: Analytical Reflection on IMs
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needed personal access to a compute
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there was a clear dialogic going on
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Looking back this was never more tr
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I did because my present employers
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4.3.2: Analytical Reflection on IMs
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installing software, connecting per
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Theoretically, the most helpful met
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locations and the pupil community b
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In 2005, I contributed a paper to t
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they participate: family, friends,
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Social networking utilities such as
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dynamism of networks and the inter-
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describe as auto/pedagogy, ‘new-n
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4.4: Stage 4 - Analysis by case stu
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gaining access to intellectual capi
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Of greater relevance for the thesis
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NetworkHad I only joined in with th
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4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
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that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
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eing the rigid structure that I dre
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take from my theorising about the p
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Alternatively, someone buying into
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professional learning episode and t
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The 'Zone' of Auto/PedagogyAt vario
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Where I differ in my approach from
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professional development context fa
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above. The problematic term here is
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that progress in personal, professi
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it would be linguistically tautolog
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have created, to scaffold my own se
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My point is that technology cannot,
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fill the gaps in their knowledge, s
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3) A new term, 'auto/pedagogy', whi
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Bly R. (1992) Iron John: A Book abo
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Foucault M. (1982) The Subject and
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Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
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Plato (Trans Jowett B.) (2004) The
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Somekh B. (2007) Pedagogy and Learn
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Appendices313Simon Hughes Ph.D. The
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315Simon Hughes Ph.D. Thesis (Octob
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Appendix 2 - IM1 - 1989 (A@t 1 )Con
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‘cyclostyled’ resources. In a s
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“miracles” on screen, trying to
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My enthusiastic adoption of the tec
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Appendix 3 - IM2 - 1996-1998In Janu
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I now had access to the greatest li
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having a computer on my desk with a
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School when we had been given a New
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Centuries with so-called ‘Silicon
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cost-effective. The point here very
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Frustrated by the tardiness of the
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the value of participating in the p
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the now ubiquitous handheld, mobile
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and that the adoption of the signif
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Appendix 7 - A codification of N-ne
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