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SummaryThe case for the latter assertion is made on this basis. Reflecting on IMs 1-5 @t 1 , suggests thatneed drives inquiry. The need arises from the self's interaction with the world in the context ofits professional life. This may be because they know that there is something that they don'tknow. For example, trainees applying to the iteach programme, knew that they did not knowhow to teach - they just knew that they wanted to teach and how to do it well. I knew that I didnot know how to use a MS-Dos based computer (IM1); or how to code in html (IM2); or run ateacher training programme in remote and dispersed settings (IM3); or how to define a schemaof meta-tags (IM4); or make CPD programmes relevant to teachers in the 21st Century (IM5).Both the iteach participants and I were motivated to turn our known unknowns into knownknowns. To do this, it was necessary to embark on self-directed study so as to be able to applylessons learned in the context of our careers. To do this, critical reflection on the exploration ofthe unknown was essential and each of us became our own pedagogues, learning on our own inremote, dispersed but networked contexts. It seems to fit therefore that learning driven by self,which causes reflection on a range of stimuli is in fact auto/pedagogy as defined in section 2.6.I intend to explore this further in the next section.224Simon Hughes Ph.D. Thesis (October 2012)