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Russell M. (2007) Husserl: A Guide for the Perplexed Continuum: LondonRyle G. (1990) The Concept of Mind Routledge: LondonSalmon G. (2000) E-Moderating: The Key to Teaching and Learning Online Kogan Page:LondonSalmon G. (2002) E-tivities: The Key to Active Learning Online Kogan Page: LondonSchön D. (1983) The Reflective Practitioner: How Professionals Think in Action Basic Books:New YorkSchön D. (1987) Educating the Reflective Practitioner AERA: Washingtonhttp://educ.queensu.ca/~russellt/howteach/schon87.htmSchraeder-Frechette K., McCoy E.D. (1994) Applied Ecology and the Logic of Case StudiesPhilosophy of Science Vol. 61, No. 2. (Jun., 1994), pp. 228-249.JSTOR http://links.jstor.org/sici?sici=0031-8248%28199406%2961%3A2%3C228%3AAEATLO%3E2.0.CO%3B2-1Scott D. (2000) Realism and Educational Research: New Perspectives and PossibilitiesRoutledge Falmer: LondonScruton R. (1994) Modern Philosophy: An introduction and Survey Random House: LondonSeekings J. (2000) The UDF: a history of the United Democratic Front in South Africa, 1983-1991 James Currey Publishers: OxfordShepherd C. (2011) The Apps Factor E.Learning Age January 2011 Biz Media: ReadingSilverman H.J. (2002) Phenomenology + Pedagogy: Postmodernism, Language andTextualityPhenomenology onlinehttp://www.phenomenologyonline.com/articles/silverman2.htmlAccessed March 18th 2008Smart N. (1976 2nd edition) The Religious Experience of MankindNew York: Scribner (Now Simon & Schuster)Smith, M. K. (2003) Communities of Practice The Encyclopedia of Informal Education,Last updated: 28 December 2007.www.infed.org/biblio/communities_of_practice.htmSokolowski R. (2000) Introduction to Phenomenology Cambridge University Press: CambridgeSomekh B (1995) The Contribution of Action Research to Development in Social Endeavours:A Position Paper on Action Research MethodologyBritish Educational Research Journal, Vol. 21, No. 3, Teacher Research: Methodological andEmpowerment Issues in Practical Research for Improved Teaching and Learning. (Jun., 1995),pp. 339-355 Taylor & Francis: London310Simon Hughes Ph.D. Thesis (October 2012)
Somekh B. (2007) Pedagogy and Learning with ICT: Researching the Art of InnovationRoutledge: Abingdon, OxonSprague D & Dede C. (1999) Constructivism in the Classroom: If I Teach This Way Am I DoingMy Job Learning and Leading with Technology 27 (1) 6-9, 9-17Stacey R (1994, 2002 edition) Strategic Management and Organisational Dynamics: TheChallenge of Complexity FT, Prentice Hall: LondonSt. John of the Cross (2000) (trans Whiston W). The Dark Night of the Soul Online versionhttp://www.ccel.org/ccel/john_cross/dark_night.htmlSt. Mary’s University College (2007) History of St. Mary’s CollegePage updated 10th September 2007 Londonhttp://www.smuc.ac.uk/About-St-Marys/College-history.htmAccessed 14th December 2007Stacey R. (1994) Strategic Management and Organisational Dynamics Pitman: LondonStandage T. (1998 [2003]) The Victorian Internet Phoenix: LondonStandish P. (2000) Fetish for Effect Journal of the Philosophy of Education Blackwell: OxfordVol. 34 No 1, 2000Taylor C. (1989) Sources of the Self University of Cambridge: CambridgeTaylor M. (1984) Erring A Postmodern A/Theology University of Chicago Press: ChicagoTDA (2007) What Does Good CPD Look Like? TDA: LondonTeilhard de Chardin P. (1960) The Phenomenon of Man Collins: LondonThomas S (1997) Plato The Republic Book 1 trans. Thomas S Online versionhttp://etext.library.adelaide.edu.au/p/plato/p71r/book01.htmlThorne K. (2004) Blended Learning Kogan Page: LondonThornton S. (2006) Sigmund Freud (1856-1939) The Internet Encyclopaedia of PhilosophyUniversity of Tennessee: http://www.utm.edu/research/iep/f/freud.htmTittel E., James S.N. (1996) HTML for Dummies IDG Books: Foster City, CATravers M. (2002) Qualitative Research Through Case Studies Sage: LondonTurkle S. (1990) Computers and the Human Spirit, In Finnegan R., Salaman G. Thompson K.(1990) Information Technology: Social Issues A Reader Hodder and Stoughton: BuckinghamUsman L. (2001) Will No-One Listen to Us in Burge E., and Haughey M. (2001) UsingLearning Technologies: International Perspectives on Practice Routledge Falmer: London311Simon 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
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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 and 308: First accessed 26th September 2007M
Page 309: Plato (Trans Jowett B.) (2004) The
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
Page 359 and 360: 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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