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The concentrated studies I have undertaken hitherto tentatively, but will re-visit as part of thesystematic research phase of the project, conform to accepted descriptions of reflections oncritical incidents as in the work of Jasper (2003) who says:“We have used this term to refer to any specific occurrence that happens to us that we canuse as a focus for our reflective activity. Utilising these for analysis using a structuredframework enables us to build up a collection of evidence of our learning anddevelopment” (Jasper, 2003 p. 154)‘Telling a story’ is, in human behavioural terms, achievable in a number of ways, one of whichis autobiography (see next sub-section). Here is some advice for those writing reflectivelywithin the field of medicine at Monash University in Australia,“A critical incident need not be a dramatic event: usually it is an incident which hassignificance for you. It is often an event which made you stop and think, or one that raisedquestions for you. It may have made you question an aspect of your beliefs, values,attitude or behaviour. It is an incident which in some way has had a significant impact onyour personal and professional learning.” (CALT, 2008)The selected critical incidents or 'illustrative moments' (IMs) as I am choosing to name them,seem to me to have raised questions for me, questioned existing behaviours and practices and,since I am no longer a teacher of religious education, seem to have had an impact on mypersonal and professional learning. This is further explored in section 3.1.7In the context of defining a research methodology the object, ‘myself’, becomes the subject ofthe study for it is to be used as a key to unlock the space at the interlocution of epistemology,self and (information) technology, in this auto/biographic case study. In Husserl’s account ofphenomenology, “noetic analyses look at the structure of acts […] whilst noematic analyses lookat the structure of objects.” (Russell, 2007 p.84; or Sokolowski, 2000) Were the study to be ofthe technologies I have worked with to achieve my professional learning gains, the analysis148Simon Hughes Ph.D. Thesis (October 2012)
would be necessarily noematic, but that is not the intention. Rather, I intend to examine the selfreferencedacts of learning to which technologies have contributed thus rendering, within thephenomenological attitude, the analysis noetic. There is a chance that if the research turns out towarrant the claims I made in section 2.2x about the existence of an albeit theoretical framework,time will have to be spent exploring this 'object' noematically in the latter stages of chapter 4 andfurther in chapter 5. This will be to theorise more fully about the nature of that object and how itis structured.149Simon 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
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2.3.0 Reframing the literature revi
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the sounds of Varese were 'mashed u
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2.3 Relevant Literature about (Info
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stables, the people who curried hor
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Examining texts written around the
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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 and 136: ‘tomorrow’ might be designed fo
Page 137 and 138: themes of the study and how it rela
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: auto/biography. The term auto/biogr
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
Page 173 and 174: 1986) has made a substantial fortun
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
Page 187 and 188: The table above was constructed at
Page 189 and 190: Chapter 4: An auto/biographic analy
Page 191 and 192: vertical approach enunciated in cha
Page 193 and 194: 4.1.1 Reflection on IM1Looking back
Page 195 and 196: Evidencing this is impossible since
Page 197 and 198: 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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