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Grabe M., & Grabe C. (1998) Integrating Technology for Meaningful Learning HoughtonMiflin Co.: BostonGramsci, A. (1971). Selections from the Prison Notebooks Lawrence and Wishart: LondonGreasley K., Ashworth P. (2007) The phenomenology of ‘approach to studying’: the universitystudent’s studies within the lifeword British Educational Research JournalRoutledge: London Vol. 33 Number 6 December 2007 pp. 819-843Green B & Gallwey T. (1986) The Inner game of Music Pan books London:Gimmitt M. (2000) Pedagogies of Religious Education Mayhew MacCrimmon: SuffolkGuba E., (1990) The Paradigm Dialog Sage: Londonhttp://books.google.co.uk/books?id=n1ypH-OeV94CGurwitsch A. (2010) The Collected Works of Aron Gurwitsch (1901-1973)Phaenomenologica, Volume 194, Part 4, 273-298http://www.springerlink.com/content/ul08256421m25228/ Accessed June 25th 2012Gutierrez G. (1971) A Theology of Liberation: History, Politics, Salvation Orbis: MaryknollHalpin D., (2003) Hope and Education: The Role of the Utopian Imagination Routledge:LondonHanks P. Ed. (1989) The Collins Dictionary of the English Language London: CollinsHayes D., Wynyard R., (2002) The MacDonaldization of Higher Education Greenwood Press:SloughHayes D. et al. (2004) The Routledge Guide to Key Debates in Education Routledge: LondonHelsper E.J., Eynon R. (2010) Digital Natives: Where is the Evidence? British EducationalResearch Journal Vol 36. 3 June 2010 pp. 303-320Heron, J., & Reason, P. (1997). A Participatory Inquiry Paradigm. Qualitative Research Volume28, Issue 4, December 1997, Pages 611-631Hodges A., (1992) Alan Turing: The Enigma London: Vintage Books:Holm J., Bowker J. (1994) Sacred Writings London: Pinter PublishersHopkins D. (2002) A Teacher's Guide to Classroom Research Open University Press:Buckinghamhttp://bura.brunel.ac.uk/bitstream/2438/4242/1/Improving_the_professional_knowledge_base.pdfHughes S. (1998) KS3 RE Homeworks Pearson: CambridgeHughes S. (1999) KS4 RE Homeworks Pearson: Cambridge304Simon Hughes Ph.D. Thesis (October 2012)
Hughes S. (2003) N-Leaning Canterbury: CCCU, Faculty of Education ProfessionalDevelopment Conference paperHughes S. (2003b) Subject Leadership: Principles and Practice – Resource ManagementOptimus: LondonHughes S. (2006a) i 4 PD: An emerging theoretical framework for educational professionaldevelopment in the information age UCET CPD Committee SeminarHaringey Professional Development Centre May 12th 2006Hughes S. (2006b) i n PD: An Emerging Theoretical Framework for Educational ProfessionalDevelopment in the Information Age Proceedings of the 2006 conference on Learning byEffective Utilization of Technologies: Facilitating Intercultural Understanding ICCE, 2006 (seehttp://dl.acm.org/citation.cfm?id=1566031#)Husserl E. (2001 - Paperback edition) Logical Investigations Routledge: LondonInquiry, 3(3), 274-294.Isaacson W. (2011) Steve Jobs Little Brown: LondonJackson R. (1997) Religious Education: An Interpretive Approach Hodder and Stoughton:London:Jasper M. (2003) Beginning Reflective Practice: Foundations in Nursing and Health CareNelson Thornes: LondonJha S. (1998) A New interpretation of Michael Polanyi's theory of tacit knowing: Integrativephilosophy with ‘Intellectual Passions’ Studies In History and Philosophy of Science Part A pp.611-631Jonassen D.H. (1996) Computers in the Classroom: Mindtools for Critical Thinking Prentice-Hall: Englewood Cliffs, New JerseyJones D. (2006) iPod, Therefore I am Phoenix: LondonJung C.G. (1978) Man and his Symbols Picador: LondonKearsley G. (2000) Online Education: Learning and Teaching in Cyberspace ThomsonLearning: Belmont, CaliforniaKennewell, S., Tanner, H. and Parkinson, J. (2003) Learning to Teach ICT in the SecondarySchool Routledge Falmer: LondonKing M.L., (1963) A Tough Mind and a Tender Heart, Strength To Love (1963, 1981), 15.http://www.todayinsci.com/K/King_Martin/KingMartin-Quotations.htm Accessed 15th January2012.Kirkham G. (2003) “And it’s from the old I travel to the new, Keep me travelling along withyou.” Association for Teacher Education in Europe Conference (August, 2003) – Malta305Simon 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
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Looking back this was never more tr
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I did because my present employers
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4.3.2: Analytical Reflection on IMs
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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
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 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
Page 291 and 292: it would be linguistically tautolog
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: Foucault M. (1982) The Subject and
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
Page 337 and 338: Appendix 2 - IM1 - 1989 (A@t 1 )Con
Page 339 and 340: ‘cyclostyled’ resources. In a s
Page 341 and 342: “miracles” on screen, trying to
Page 343 and 344: My enthusiastic adoption of the tec
Page 345 and 346: Appendix 3 - IM2 - 1996-1998In Janu
Page 347 and 348: I now had access to the greatest li
Page 349 and 350: having a computer on my desk with a
Page 351 and 352: School when we had been given a New
Page 353 and 354: 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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