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If knowledge is to be co-constructed out of this unit of theory, it follows that some logic beapplied to its analysis. It seems appropriate therefore to subject the research objects i.e. the fiveillustrative moments to the same investigative processes. This will enable:• comparisons to be drawn• contrasts from context to context or object to object to be noted and,• patterns discerned from case to caseIn so-doing the repetition logic that this will promote should increase the intra-judge reliabilityof any findings (see Yin, 1994), where variations from IM to IM will inform and enrichunderstanding rather than contradict them. So each illustrative moment will be written aboutsystematically for what it suggests cognitively, viscerally and emotionally. This will entailacknowledging phenomenologically that my ‘memory’ of the event will be influenced by how ‘itwas for me, at the time’ “Remembering is more like perceiving than like picturing something.In memory I do not see something that looks like what I remember; I remember that object itself,at another time” (Sokolowski, 2000 p. 67). It will also involve analysing the roles out of which Iwas acting: “…the self is constituted through the agency of role-taking, the original form ofwhich is the act of reflection in which the self becomes an object for its own inspection”(Natanson, 1970 p. 23). It could be argued that the 20+ year gap between the first illustrativemoment and the time of writing is too great for any meaningful data to be elicited but I think thisis contestable. The memories of, say, war veterans returning to the D-Day beaches after 60years were no less vivid in re-telling than those captured on film shortly after the events. Ofcourse, the presence of stimuli as triggers for memory would have been powerful once back insitu 50 , but the veterans themselves had no vested interest in exaggeration, obfuscation or fantasy.Similarly, the presence of computers on my desk is a daily reminder of the very first encounter Ihad with auto/pedagogy, even though I was not aware at the time of what it was. Gallwey (e.g.50 The issue of the reliability or not of memory is addressed by references to both the work of Green and Gallwey(1986) and Natanson (1970)172Simon Hughes Ph.D. Thesis (October 2012)
1986) has made a substantial fortune out of acknowledging the powerful phenomenon ofmemory and its influence on our ability to perform in a range of human activities. In partnershipwith Green (1986), he shows this clearly in relation to the ‘inner game of music’,“I’d like you to go back for a moment and take a look at the most painful and unpleasantmusical experience you ever had. Even if it happened years ago, you may still have a veryvivid picture of what happened – the tension in your body, and even the conflicts that weretaking place in your head. It is likely to be an event that is engraved in your memory withsurprising clarity, and you can probably describe it easily.” (Green and Gallwey, 1986 p.25)This insight I share, since I will never forget the concert I was to perform in as an 11 year oldplaying the piano. I was not rehearsed sufficiently, I didn’t know the music and I made acomplete hash of it – I know this viscerally as well as cognitively! As a profound learningexperience it is of great significance and to this day I have always been prepared for ‘public’performance to the best of my ability - having now read and understood critical incident theory(Jasper, 2003) I evaluate that concert as a critical incident. Green and Gallwey point also to theinfluence of positive experiences as models to use when seeking to play an inner game withoneself before performance,“The hundreds of musicians that I have spoken with – soloists, orchestral players, youngstudents and seasoned sessions men –almost all find it very difficult to remember muchabout the times when everything went well. They were aware that things were falling intoplace, and they remember feeling exhilarated and delighted.” (Green and Gallwey, 1986 p.25)Pointed to here is a phenomenon experienced unconsciously by classroom teachers and lecturerseveryday – the delivery of ‘good’ lessons. Those who are reflexive professionals as well, willalso point to those formative experiences where they ‘know’ things have gone less well.Learning from those events, and preparing to avoid repeat ‘performances’ might be described asthe ‘inner game’ of teaching. In the hundreds of conversations, I’ve had with teachers over the20+ years of unconscious engagement with this exploration, one thing I have learned anecdotally173Simon 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
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Lynch makes these observations in a
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Kirkpatrick (2010) verifies this hi
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Figure 8: Facebook image 2Noteworth
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Robinson's statement above is a nea
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there are an increasing number of l
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2.3.2: Accounts of the impact on pe
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This resonates with my experience o
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technologists who argue that the pu
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It was at a conference in Oxford th
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From the abstract to the directly r
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In essence it appears as if Halpin
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2.4: Liberation technology and prof
Page 121 and 122: 2.5 Approaches to Professional Lear
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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
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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 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: 3.1.8: How will this auto/biographi
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
Page 199 and 200: It is a fact that I benefited from
Page 201 and 202: than the cyclo-styled sheets we gav
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Page 205 and 206: 4.1.3 Reflection on IM3Professional
Page 207 and 208: • Chinese education• Chinese te
Page 209 and 210: ImpactThe impact on me of this trip
Page 211 and 212: 4.1.4 Reflection on IM4Re-reading t
Page 213 and 214: those articles that I reviewed, wro
Page 215 and 216: As part of our initial contract wit
Page 217 and 218: ContextAlluded to in 4.1.3 were the
Page 219 and 220: Figure 23: Fullan's 3 I's of Educat
Page 221 and 222: 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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