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3.1: The evolution of the proposed methodology................................................................1383.1.1: Why an auto/biographic case study approach? .........................................................1423.1.2: Phenomenological underpinnings .............................................................................1463.1.3: Autobiography...........................................................................................................1503.1.4: Auto/biography..........................................................................................................1533.1.5: Case study..................................................................................................................1623.1.6: The five illustrative moments....................................................................................1663.1.7: Why ‘Illustrative Moments’? ....................................................................................1693.1.8: How will this auto/biographic case study approach be deployed?............................1713.2: The relationship of my epistemology to my methodology...........................................1773.3 A narrative account of the methodology .......................................................................183Chapter 4: An auto/biographic analysis of five illustrative moments in my career....................1894.0: Introduction ..................................................................................................................1894.1: Stage 1: Descriptions of the IMs (a@t 0 and a@t 1 )...........................................................1924.1.1 Reflection on IM1.......................................................................................................1934.1.2 Reflection on IM2.......................................................................................................1984.1.3 Reflection on IM3.......................................................................................................2054.1.4 Reflection on IM4.......................................................................................................2114.1.5 Reflection on IM5.......................................................................................................2164.2: Stage 2: Analytical reviews of the five 'theoretically-imbued IMs (a@t 2 ) ......................2254.3 Stage 3 Analysis using the four stage theoretical schema of auto/pedagogy (a-e@t 3 ) .....2284.3.1: Analytical Reflection on IMs Against the Concept ‘Need’.......................................2294.3.2: Analytical Reflection on IMs Against the Concept ‘kNowledge’.............................2394.3.3: Analytical Reflection on IMs Against the Concept ‘Network’.................................2424.3.4: Analytical Reflection on IMs Against the Concept ‘New’ .......................................2544.4: Stage 4 - Analysis by case study 'logic' rules...................................................................2574.5 Summative reflections to chapter 4...................................................................................2654Simon Hughes Ph.D. Thesis (October 2012)
Chapter :5 Conclusions...............................................................................................................284The Claim to an Original Contribution ...............................................................................298References...................................................................................................................................300Appendices..................................................................................................................................313Appendix 1 – Scanned version of New Zealand Journal (A@t 0 )............................................314Appendix 2 - IM1 – 1989 (A@t 1 ) ...........................................................................................337Appendix 3 - IM2 – 1996-1998...............................................................................................345Appendix 4 - IM3 – 2002........................................................................................................350Appendix 5 - IM4 – 2003-2005...............................................................................................356Appendix 6 - IM5 – 2006........................................................................................................360Appendix 7 - A codification of N-ness ...................................................................................3655Simon Hughes Ph.D. Thesis (October 2012)
Page 1 and 2: University of WolverhamptonTowardsa
Page 3: ContentsAbstract...................
Page 7 and 8: Figure 27: Ns in equal proportion .
Page 9 and 10: Glossary of AbbreviationsCommonly o
Page 11 and 12: career path. Such moments have been
Page 13 and 14: to teacher's professional learning,
Page 15 and 16: made 2 frontiers, traditional, ideo
Page 17 and 18: professional learning was shaped by
Page 19 and 20: “It [education] would seem to tak
Page 21 and 22: postdisciplinarity have not necessa
Page 23 and 24: ut with its roots as far back as Da
Page 25 and 26: “Who doesn’t spend time trying
Page 27 and 28: Chapter 2: Underpinning literatureT
Page 29 and 30: Rationale for selecting Epistemolog
Page 31 and 32: It is not the purpose of this study
Page 33 and 34: acquired inductively will argue tha
Page 35 and 36: lecture hall with an expert operato
Page 37 and 38: occurring in these moments is a shi
Page 39 and 40: 2. Knowledge accumulated by profess
Page 41 and 42: (Goodson and Mangan, 1991) whether
Page 43 and 44: 2.2.1 Historico-philosophical appro
Page 45 and 46: potentiality to change the circumst
Page 47 and 48: 2.2.2 Buddhist approaches to the
Page 49 and 50: 2.2.3 Scientific approaches to the
Page 51 and 52: eactions, or paying homage to share
Page 53 and 54: 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
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gaining access to intellectual capi
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Of greater relevance for the thesis
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NetworkHad I only joined in with th
Page 265 and 266:
4.5 Summative reflections to chapte
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It seems to me, that in my case, pr
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that they turned up in keyword sear
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5. A mixed-economy of pedagogical a
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eing the rigid structure that I dre
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take from my theorising about the p
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Alternatively, someone buying into
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professional learning episode and t
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The 'Zone' of Auto/PedagogyAt vario
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Where I differ in my approach from
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professional development context fa
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above. The problematic term here is
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that progress in personal, professi
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it would be linguistically tautolog
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have created, to scaffold my own se
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My point is that technology cannot,
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fill the gaps in their knowledge, s
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3) A new term, 'auto/pedagogy', whi
Page 301 and 302:
Bly R. (1992) Iron John: A Book abo
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Foucault M. (1982) The Subject and
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Hughes S. (2003) N-Leaning Canterbu
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First accessed 26th September 2007M
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Plato (Trans Jowett B.) (2004) The
Page 311 and 312:
Somekh B. (2007) Pedagogy and Learn
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Appendices313Simon Hughes Ph.D. The
Page 315 and 316:
315Simon Hughes Ph.D. Thesis (Octob
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Page 319 and 320:
Page 321 and 322:
Page 323 and 324:
Page 325 and 326:
Page 327 and 328:
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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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