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This conclusion to chapter 4 is an attempt to do just that. The conclusions set out in chapter 5are over-arching conclusions to the whole study and seek to point up ways forward for furtherresearch and development, practitioner adoption and to make the case for an originalcontribution to the field. It should be noted that with three further years' study, the process isinevitably different from that conceptualised above, as an outcome of the extensive impact onmy thinking caused by engagement in the process. Here is a short reflection I wrote in about2009 which evidences this (as in the paragraphs above, I have added into this latest edition, thecoding schema that has evolved out of the on-going developmental work).IM3 seems to present signifiers of each of the four confluent strands of literature. Itshows clearly similarities with the first two IM’s where there was demonstrable needto acquire knowledge, skills and understanding (N 1 ) and the exploitation of priorknowledge (N 2 ). It also signifies an underlying logic as it fits the theoreticalframework perfectly, evincing all the key characteristics. Furthermore, the artefactspresented in appendix 1 (pp. 334-336) show clearly the launch pad for futureprofessional work where I was embedding the findings of this professional learningjourney in new settings and contexts. Above all, the impact on my professional andpersonal self was incalculable. If learning is change...Analytically, reflecting on IM3 now (and in the light of all that has been learned) leads me toattenuate the output accordingly.Of greatest note is that the significance, relevance and evidence of N 3 (in this IM) outweighs thatof N 1 , N 2 and N 4 . This raises the question of the proportionality of the framework. Far from272Simon Hughes Ph.D. Thesis (October 2012)
eing the rigid structure that I drew out at the end of chapter 3 with each factor in equal measure,I have to acknowledge now that the framework needs to be seen more loosely, flexibly andproportionately. A latterly-emerging finding (in metaphorical terms) is of the 'elasticity' of theframework which stretches, reshapes, comes and goes according to the degree of N-ness evincedin each IM. Thus a pictorial representation of IM3 might look more like that at figure 28, iffigure 27 is an hypothetical IM where the Ns were in equal proportions:Figure 27: Ns in equal proportionFigure 28: N 3 DominantThis latter insight need not diminish the potential power of the framework, indeed it may addfurther strength. I would argue now that in IM1 N 1 is pre-dominant, in the strictest sense of theword and that N 4 was only of minimal significance and relevance since it was only inexperimental contexts (i.e. the sanctuary of my home or office) that I was attempting to applynewly-acquired knowledge, skills or understanding in new contexts. (see figure 29 below).273Simon 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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eaders/audience to draw for themsel
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The table above was constructed at
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Chapter 4: An auto/biographic analy
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vertical approach enunciated in cha
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4.1.1 Reflection on IM1Looking back
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Evidencing this is impossible since
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necessary and the resilience I have
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It is a fact that I benefited from
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than the cyclo-styled sheets we gav
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platform as the basis for creating
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4.1.3 Reflection on IM3Professional
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• Chinese education• Chinese te
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ImpactThe impact on me of this trip
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4.1.4 Reflection on IM4Re-reading t
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those articles that I reviewed, wro
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As part of our initial contract wit
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ContextAlluded to in 4.1.3 were the
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Figure 23: Fullan's 3 I's of Educat
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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
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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: 5. A mixed-economy of pedagogical a
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
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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
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323Simon 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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