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Figure 33: Zone of InterlocutionWere the above model to be generalised for the professional development context it might looklike that presented in figure 34:This is a model with which currenteducation professionals might be familiar,since they are expected to take account oftheory, integrate it with their daily work(practice) and access and deliver it throughICT (see www.ttrb.ac.uk orFigure 34: Generalist interpretationwww.think.com).I have chosen to use the term 'theory', here, since it was this that we were exhorted to use on theTTRB by Leask and White (2004) and Leask (2010) when what they actually meant was'evidence-based practice'. Atkinson and Claxton (2000), Dadds and Hart (2001), Hayes et. al.(2004) and Whitehead and McNiff (2006), albeit from widely differing perspectives, mightargue that this is a limited understanding of 'theory' in educational settings. My intention inusing the term here is to signal my belief that professional educators need to have a theoreticalbasis for their actions. This is in keeping with the insights of Leask et. al. (2004, 2010) but alsotakes account of the contested notions of the nature of theory articulated by the other scholars286Simon Hughes Ph.D. Thesis (October 2012)
above. The problematic term here is "evidence", since there is no consensus within the domainof education about what this is in reality. In this thesis, I am arguing strongly that there isevidence of a theoretical framework in the structured narration of illustrative moments in mycareer - a phenomenological and relativist perspective. Leask (2004, 2010), at the other end ofthe epistemological continuum insisted that those of us working on the TTRB only includeprojects, objects or articles which disseminated the outcomes of quantitative, positivist researchand development programmes. Only this, would she tolerate as 'evidence' and referred to it as'theory'. Indeed, for Leask, theory and fact were interchangeable. I am less convinced, because.I learned from Polanyi (1962) that facts are those things that a self warrants to be true, with theexception perhaps of 'pure' mathematical phenomena. Evidence is assembled by the believer to'verify' the facts they wish to promote such that the earth was once believed to be flat by ahuman race yet to view it from a distance. Facts can be, therefore socially-constructed just aseasily as they can be the outcome of 'scientific research'. Theory, it seems to me, exists at anepistemological stage before fact.By way of illustration here, I would point to the use of statistical performance data derived fromorganisations like the Fischer Family Trust. This is accessible online and requires teachers todeploy a number of Information Technology (IT) skills such as the manipulation of data in MSExcel. Teachers are encouraged to make judgements about their pupils’ progress from this data,to plan future learning episodes arising from it and thus to ‘improve’ their own practice. Thoseadopting a modus operandi in keeping with Leask's epistemological perspective will argue thatthese data represent facts about children's performance since they are statistically proven andthus quantifiably reliable. I would argue that whilst they are presented as 'fact', they can onlyever be the outcome of arguably unreliable testing methods, such as the computation of a rangeof contestable data, like the mean IDACI 70 outcomes for a school, with potentially subjective287Simon 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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There are also 'bugs' in the domain
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from the concept of i n PD. That wa
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4.2: Stage 2: Analytical reviews of
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AnalysisOn completing the re-readin
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4.3.1: Analytical Reflection on IMs
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needed personal access to a compute
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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 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: professional development context fa
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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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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