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4.1: Stage 1: Descriptions of the IMs (a@t 0 and a@t 1 )"In every case, the form chosen, the style used, is expressive of the person writing andconstitutes an essential part of the autobiography." (Abbs, 1972 p. 20)In this first series of self-consciously theoretical reflections on the IMs, I will be writing in away that is expressive of myself and I intend also to use the version of Gutierrez's (1971)reflexive cycle I set out in section 3.1.4. So I will look at each IM for what it says of theinterpretations I made of the context, the readings (scriptures 51 ) and actions that arose fromreflections on the challenges I faced during each moment. I intend to tease out also what impactthis had on my career development. This will be a first level hermeneutic. I imagine that this issimilar to what it would be like to write an autobiography. I am retrospectively interpretingevents whose origins and motivations were, at the time, accidental. In so-doing I am operatingin keeping with another tenet of Abbs' work:"The central concern of all autobiography is to describe, evoke and generally recreate thedevelopment of the author's experiences." (Abbs, 1972 p. 7)I am also happy to note at this stage that these reflections are very much part of the formativework of the hypothesis, though they can never be entirely disassociated from the underpinningframework because they would not have been selected as IMs had they not passed the reflexiveprocess leading to their inclusion (see 3.1.6). This is similar to that described by McDonagh as,'the completed and unfinished task.' (McDonagh, 1979 p.13) He writes,"In so far as autobiography in its personal and social dimensions enters into theologicalwork, it underlines theology's incompleteness and provisionalness." (McDonagh, 1979ibid)Here, too, the work is incomplete and provisional. At this stage I have no way of knowing if itwill become complete and propositional.51 By this I mean the texts that were around to support my professional learning in much the same way as theorganic intellectuals in South America used the scriptures to illuminate their own lived and contextual experiences.192Simon Hughes Ph.D. Thesis (October 2012)
4.1.1 Reflection on IM1Looking back on the first moment, it is hard not to come to the personal conclusion that this wasa pivotal moment in my career. Once I had answered emphatically 'yes' to the question, I hadstepped metaphorically onto a moving train that is still not at the end of its journey. In a sense, Ihad already been to the ticket office and checked in by engagement with gaming technologies asa student and in the very basic word programming training I had experienced as a new entrant tothe teaching profession (It would be more appropriate to use the term 'probationer' as this wasthe era before newly qualified teacher status, but this might need explanation for readers of thisthesis who may not have even been born when I started out on this work 52 ).ContextThe context could not be clearer and, as shown in appendix 2, I can even cite the date when thismoment occurred. I can even now picture the room in which it took place and I can remembersome of the other things that happened on that day which, as far as I am concerned, justify mymemory of 'that' moment. I recall the head's first question, "So what do you want to know?" Hethen looked out of the window and waited for me to speak. This was part of his eccentricinterview technique. He liked people to feel uncomfortable and observed how they operatedunder pressure. I know this from subsequent work with him on a variety of appointments bothas his head of RE and then as an elected teacher governor.I recall being shown around the school and entering the room of the head of Art - who turned outto be an existing governor and fellow old boy of my old school. I know this because herecognised my prefects' tie which, in an act of wanton superstition, I had worn as a good luck52 This is a deliberate reflection borne of an experience in 2004 with the second cohort of Teach First trainees. Iwas asked to present a reflection on the beginning of my career in teaching and I alluded to the fact that this was in1984. One of the participants approached me during the reception and was pleased to tell me, he had been born inthat year. It was five years after that this whole project began to emerge.193Simon 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
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2.5 Approaches to Professional Lear
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correlation between the promulgatio
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The key point to be made here is th
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own knowledge'. Frequently now I wo
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2.6: Auto/pedagogyAn Emerging Frame
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more established method to explore
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Reflexivity and dialogicsIn keeping
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‘tomorrow’ might be designed fo
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themes of the study and how it rela
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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
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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
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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: vertical approach enunciated in cha
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
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
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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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