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Meekums B. (2008) Embodied Narratives in Becoming a Counselling Trainer: AnAutoethnographic Study British Journal of Guidance & Counselling Vol 36, No. 3 August 2008pp. 287-301Moore G.E. (1903) Principia Ethica Cambridge University Press: CambridgeMoustakas C. (1994) Phenomenological Research Methods Sage: LondonMukandum C.P. (2008) All in the Mind BBC: Londonhttp://www.bbc.co.uk/radio/aod/mainframe.shtml?http://www.bbc.co.uk/radio/aod/radio4_aod.shtml?radio4/allinthemindNaish R. (2011) Four's Company E.Learning Age March 2011 Biz Media: ReadingNash V. (2011) Facebook Revolutions? Oxford Today Vol 23. No 3.(https://www.oxfordtoday.ox.ac.uk/page.aspx?pid=1132) Accessed, 8th July 2011Natanson M. (1970) The Journeying Self: A Study in Philosophy and Social Role Addison-Wesley: MassachussettsNaughton J. (2000) A Brief History of the Future Phoenix Books, LondonNaughton J. (2011) Kids Today Need a Licence to Tinker The Observer, 28th August 2011 -(http://www.guardian.co.uk/technology/2011/aug/28/ict-changes-needed-nationalcurriculum?CMP=twt_gu)Accessed 29th August 2011NCSL (2007) Leadership Pathways Websitehttp://www.ncsl.org.uk/programmes/leadershippathways/index.cfmNewman J.H. (2007) Brainy Quotehttp://www.brainyquote.com/quotes/quotes/j/johnhenryn159078.htmlOFSTED (2004) A New Relationship With Schools: Improving Performance Through SchoolSelf Evaluation OFSTED: Londonhttp://www.ofsted.gov.uk/assets/Internet_Content/Publications_Team/File_attachments/3862.pdfOFSTED (2007) Annual report of Her Majesty’s Chief Inspector London:www.ofsted.gov.uk/publications/annualreport0607Papert S (1993) Mindstorms: Children, Computers and Powerful Ideas Perseus Books:Cambridge MassachussettsParton N. (1979) The Natural History of Child Abuse: A Study in Social Problem DefinitionBritish Journal of Social Work Vol 9 No. 4 pp. 431-451Pears D. (1997) Wittgenstein Harper Collins: LondonPhillips E., Pugh D. (1994) How to Get a PhD Open University Press: Buckingham308Simon Hughes Ph.D. Thesis (October 2012)
Plato (Trans Jowett B.) (2004) The Republic – Book VI Internet Classics Archivehttp://classics.mit.edu/Plato/republic.mb.txt Accessed 17th September 2007Polanyi M. (1962 2nd Edition) Personal Knowledge: Towards a Post-Critical PhilosophyRoutledge and Kegan Paul: LondonPolsani P. (2002, 1) Education in the Network: Knowledge Flows and Learning NodesProceedings of the 9 th International Conference on Computers in Education, Auckland, NewZealand, APSCEPolsani P. (2002, 2) E-Learning and the Status of Knowledge in the Information AgeUniversity of Arizona Press: Arizona (http://21st.century.phil-inst.hu/mlearning_conference/Polsani/polsani_short.pdf)Plowden B. (1967) Children and their Primary Schools A Report of the Central AdvisoryCouncil for Education (England)http://www.educationengland.org.uk/documents/plowden/index.htmlPrensky M. (2001) Digital Natives; Digital Immigrants On the Horizon NCB University Press,Vol. 9 No. 5, October 2001 pp. 1-9Quinton A. (2000) Epistemology in Eds. Bullock A, Trombley S. (2000) The New FontanaDictionary of Modern Thought Harper Collins: New YorkReid H. (2008) Placing Self in the Research Activity: In Praise of Fuzziness Journal of ResearchInto Professional Development CCCU, Department of Professional Development: CanterburyRE-Net (2006) Buddhism – Glossary RE-Nethttp://www.re-net.ac.uk/ViewArticle2.aspx?ContentId=11777RE-Net (2007) Bob Jackson: The Interpretive Approach Video webcast RE-Nethttp://www.re-net.ac.uk/viewArticle2.aspx?contentId=12995Reynolds D. (1998) Schooling for Literacy: A Review of Research on Teacher Effectiveness andSchool Effectiveness and Its Implications for Contemporary Educational PoliciesEducational Review:Taylor and Francis: London v50 n2 p147-62 Jun 1998Ritzer G. (1983) The MacDonaldization of Society Journal of American Culture Vol 6 No. 1 pp.100-107 Accessed 31st March 2011Roberts B. (2002) Biographical Research OUP: BuckinghamRobinson K. (2011) Out of Our Minds: Learning To Be Creativehttp://www.learningwithoutfrontiers.com/blog/2011/3/20/sir-ken-robinson.htmlRobinson V. (2011) Social Inclusion E.Learning Age March 2011 Biz Media: ReadingRolfe G., Freshwater D., Jasper M. (2001) Critical Reflection for Nursing and the HelpingProfessions: A User's Guide Palgrave: Basingstoke309Simon 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
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dynamism of networks and the inter-
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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 and 304: Foucault M. (1982) The Subject and
Page 305 and 306: Hughes S. (2003) N-Leaning Canterbu
Page 307: First accessed 26th September 2007M
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
Page 355 and 356: cost-effective. The point here very
Page 357 and 358: 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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