by clicking here. It is a 9.9 Mb file and will take some time to download

More documents

Recommendations

Info

Figure 22: IMs in due proportionHowever, it is the convergence of all the upward pointing legs that is the most significant aspectof this framework.To use this theoretical framework in a way that derives meaning, it is necessary to narrate theillustrative moments in two directions:• horizontally - as if describing the cross ties that hold the structure together (See 4.3)• vertically - so as to illustrate how each learning factor is evinced through them (See 4.4)Having narrated the IMs as theoretically-imbued accounts (presented as appendices) see section4.1, it will be necessary to re-visit them, indicating the consistent aspects each has when setagainst a more traditional journalistic framework, i.e. who?, what?, when?, where?, why? Thiswill feature as section 4.2. Following that an auto/biographical exercise will occur which willlook at the evidence each has of the learning factors or 'N's. This activity will be set out insection 4.3. Section 4.4 will then address each aspect of n-ness thematically across the IMs, sothat need will be addressed systematically, followed by prior knowledge and so on.182Simon Hughes Ph.D. Thesis (October 2012)
3.3 A narrative account of the methodologyThe purpose of this section is to set out in narrative form a description of the methodology thatwill be applied to the analysis of the 'raw' research objects that have been created by simplerecall of events across the twenty years in focus. These objects are known as illustrativemoments, referred to as IM1-5. The following graphic represents the structure and linearchronology of this methodological approach; descriptions of the activities in each phase areprovided below.Stage 1: Narrative Descriptions of the Illustrative MomentsAt this stage of the process, straight narrative accounts of the pre-selected illustrative momentsare presented, in so far as that is possible. In reality, these are theoretically-imbued accounts ofthe IMs, selected because of their potential to illustrate aspects of the hypothesis that theresearch is seeking to explore. Pilot IMs, seemed to confirm that new knowledge might begenerated by the interactions of knowledge, self, and technology, thus autobiographic moments183Simon Hughes Ph.D. Thesis (October 2012)
Page 1 and 2:
University of WolverhamptonTowardsa
Page 3 and 4:
ContentsAbstract...................
Page 5 and 6:
Chapter :5 Conclusions.............
Page 7 and 8:
Figure 27: Ns in equal proportion .
Page 9 and 10:
Glossary of AbbreviationsCommonly o
Page 11 and 12:
career path. Such moments have been
Page 13 and 14:
to teacher's professional learning,
Page 15 and 16:
made 2 frontiers, traditional, ideo
Page 17 and 18:
professional learning was shaped by
Page 19 and 20:
“It [education] would seem to tak
Page 21 and 22:
postdisciplinarity have not necessa
Page 23 and 24:
ut with its roots as far back as Da
Page 25 and 26:
“Who doesn’t spend time trying
Page 27 and 28:
Chapter 2: Underpinning literatureT
Page 29 and 30:
Rationale for selecting Epistemolog
Page 31 and 32:
It is not the purpose of this study
Page 33 and 34:
acquired inductively will argue tha
Page 35 and 36:
lecture hall with an expert operato
Page 37 and 38:
occurring in these moments is a shi
Page 39 and 40:
2. Knowledge accumulated by profess
Page 41 and 42:
(Goodson and Mangan, 1991) whether
Page 43 and 44:
2.2.1 Historico-philosophical appro
Page 45 and 46:
potentiality to change the circumst
Page 47 and 48:
2.2.2 Buddhist approaches to the
Page 49 and 50:
2.2.3 Scientific approaches to the
Page 51 and 52:
eactions, or paying homage to share
Page 53 and 54:
Green goes on to state that the rem
Page 55 and 56:
2.2.4 Spiritual approaches to the
Page 57 and 58:
oth soul and body in hell”) or to
Page 59 and 60:
2.2.5 Post-modern approaches to the
Page 61 and 62:
ehaviours that bring personal fulfi
Page 63 and 64:
of the self. The notion of developm
Page 65 and 66:
teacher selves in the phenomena of
Page 67 and 68:
existence of an ‘alter ego’ for
Page 69 and 70:
This model and theoretical perspect
Page 71 and 72:
A contextualised approach to the ph
Page 73 and 74:
2.2x: Relevant Insights derived fro
Page 75 and 76:
may enable me to limit the number o
Page 77 and 78:
It is important to read this diagra
Page 79 and 80:
Freire (1972) would argue for the m
Page 81 and 82:
Polsani's accidental intervention i
Page 83 and 84:
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 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 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
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: In this metaphorical presentation t
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
Page 203 and 204: platform as the basis for creating
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
Page 223 and 224: from the concept of i n PD. That wa
Page 225 and 226: 4.2: Stage 2: Analytical reviews of
Page 227 and 228: AnalysisOn completing the re-readin
Page 229 and 230: 4.3.1: Analytical Reflection on IMs
Page 231 and 232: needed personal access to a compute
Page 233 and 234:
there was a clear dialogic going on
Page 235 and 236:
Looking back this was never more tr
Page 237 and 238:
I did because my present employers
Page 239 and 240:
4.3.2: Analytical Reflection on IMs
Page 241 and 242:
installing software, connecting per
Page 243 and 244:
Theoretically, the most helpful met
Page 245 and 246:
locations and the pupil community b
Page 247 and 248:
In 2005, I contributed a paper to t
Page 249 and 250:
they participate: family, friends,
Page 251 and 252:
Social networking utilities such as
Page 253 and 254:
dynamism of networks and the inter-
Page 255 and 256:
describe as auto/pedagogy, ‘new-n
Page 257 and 258:
4.4: Stage 4 - Analysis by case stu
Page 259 and 260:
gaining access to intellectual capi
Page 261 and 262:
Of greater relevance for the thesis
Page 263 and 264:
NetworkHad I only joined in with th
Page 265 and 266:
4.5 Summative reflections to chapte
Page 267 and 268:
It seems to me, that in my case, pr
Page 269 and 270:
that they turned up in keyword sear
Page 271 and 272:
5. A mixed-economy of pedagogical a
Page 273 and 274:
eing the rigid structure that I dre
Page 275 and 276:
take from my theorising about the p
Page 277 and 278:
Alternatively, someone buying into
Page 279 and 280:
professional learning episode and t
Page 281 and 282:
The 'Zone' of Auto/PedagogyAt vario
Page 283 and 284:
Where I differ in my approach from
Page 285 and 286:
professional development context fa
Page 287 and 288:
above. The problematic term here is
Page 289 and 290:
that progress in personal, professi
Page 291 and 292:
it would be linguistically tautolog
Page 293 and 294:
have created, to scaffold my own se
Page 295 and 296:
My point is that technology cannot,
Page 297 and 298:
fill the gaps in their knowledge, s
Page 299 and 300:
3) A new term, 'auto/pedagogy', whi
Page 301 and 302:
Bly R. (1992) Iron John: A Book abo
Page 303 and 304:
Foucault M. (1982) The Subject and
Page 305 and 306:
Hughes S. (2003) N-Leaning Canterbu
Page 307 and 308:
First accessed 26th September 2007M
Page 309 and 310:
Plato (Trans Jowett B.) (2004) The
Page 311 and 312:
Somekh B. (2007) Pedagogy and Learn
Page 313 and 314:
Appendices313Simon Hughes Ph.D. The
Page 315 and 316:
315Simon Hughes Ph.D. Thesis (Octob
Page 317 and 318:
Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
Page 329 and 330:
Page 331 and 332:
Page 333 and 334:
Page 335 and 336:
Page 337 and 338:
Appendix 2 - IM1 - 1989 (A@t 1 )Con
Page 339 and 340:
‘cyclostyled’ resources. In a s
Page 341 and 342:
“miracles” on screen, trying to
Page 343 and 344:
My enthusiastic adoption of the tec
Page 345 and 346:
Appendix 3 - IM2 - 1996-1998In Janu
Page 347 and 348:
I now had access to the greatest li
Page 349 and 350:
having a computer on my desk with a
Page 351 and 352:
School when we had been given a New
Page 353 and 354:
Centuries with so-called ‘Silicon
Page 355 and 356:
cost-effective. The point here very
Page 357 and 358:
Frustrated by the tardiness of the
Page 359 and 360:
the value of participating in the p
Page 361 and 362:
the now ubiquitous handheld, mobile
Page 363 and 364:
and that the adoption of the signif
Page 365:
Appendix 7 - A codification of N-ne
show all

by clicking here. It is a 9.9 Mb file and will take some time to download

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?