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When I reflect on illustrative moment 4 - the building of the TTRB - and consider what myneeds were at that time, the stand out thought was that I needed to know and understand moreabout the process of knowledge and content management. Glaser notes,“It is helpful to think of a need as a gap between someone’s (or group’s) currentperformance and what someone else (or others think that performance should be).”(Glaser, 200 p. 2)Concepts like ‘the semantic web’, ‘meta-tagging’ ‘information ontologies’ and ‘meta-dataschemata’ were all new to me. In order to operate as a professional, it seemed necessary for meto get on top of such terminology and understand more about what this meant in practice for theTTRB. This meant working with other human beings for whom such matters were part of theireveryday professional discourse. Happily, the three professionals with whom we partnered –Stephen Pickles, Head of Library Services at the Institute of Education, Phil Sheffield, ProjectDirector for the British Education Index and Barbara Sakarya, the TDA-funded ‘E-Librarian' –were all very willing to induct me into this new world of discovery and opportunity. Neverbefore had I been so acutely aware that the more I began to know, the more I realized I didn’tknow.The last illustrative moment is a little different from the others with reference to ‘need’. In someways, I had proved to myself all that I needed to personally by the time I began to cast about fora framework for the ideas that were beginning to bubble to the surface. In some ways, the needto be seen to be fulfilling my professional contract i.e. by producing research-based outputs wasthe principal driver. In one sense I knew I needed to be task-focused sufficient to produce somewritten outcomes from all the work I was involved in, for the simple reason of being included inthe RAE! I was also driven by the need to not lose my intellectual property and wanted torecord some of the thinking in a publicly acknowledged format. Practically, I am very glad that236Simon Hughes Ph.D. Thesis (October 2012)
I did because my present employers 66 have adopted the notion iPD as a way of re-branding manyof their existing resources so that they might become a more attractive purchase possibility forschools and colleges. It was very useful in one professional encounter to be able to refer to thecitations of my work on the APSCE network as evidence of the ownership of the original idea.Recognising that I might have hit upon a good idea, I registered the following domain names asevidence of how long ago I was working in this arena, iprofessionaldevelopment.co.uk,iprofessionaldevelopment.org.uk. As can be seen in figure 24, formal dating of my registrationwas 29 th July 2007. I record this as further evidence of the 'esteem needs', identified by Maslow(1943). As such these are quite different from the specific needs spawned by professionalchallenges described elsewhere in this section. These were much more ego-driven, on reflection.Figure 24: Registration of iPD66 This must have been written originally between September 2008 and August 2010, as I moved on from thePearson Publishing Group at the end of that month.237Simon 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
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experiencing, this might have been
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In one sense, I have taken this thi
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The intention is to take an approac
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auto/biography. The term auto/biogr
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would be necessarily noematic, but
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As an RE specialist the use of stor
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3.1.4: Auto/biographyAutobiography
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context/situation and action. These
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The diagram in figure 15 has been d
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exploitation prevalent in South Ame
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integrate expertise to satisfy a no
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advocated by Whitehead and McNiff (
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Critically, the diagram points to t
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A further reason why I settled on t
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3.1.7: Why ‘Illustrative Moments
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3.1.8: How will this auto/biographi
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1986) has made a substantial fortun
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My first pass of each IM against th
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3.2: The relationship of my epistem
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is represented here as the outcome
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In this metaphorical presentation t
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3.3 A narrative account of the meth
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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: Looking back this was never more tr
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
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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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