ACTION RESEARCH, DIALECTICS AND AN EPISTEMOLOGY
OF PRACTICALLY-BASED PROFESSIONAL KNOWLEDGE FOR EDUCATION
Abstract of PhD Submission
K.J. Eames
This thesis is an attempt to make an original contribution to educational
knowledge through a study of my own professional and educational development
in action-research enquiries of the kind, 'How do I improve what I am
doing?' The study includes analyses of my educative relationships in a
classroom, educative conversations and correspondences with other teachers
and academics. It also integrates the ideas of others from the wider field
of knowledge and from dialectical communities of professional educators
based at Bath University, Wootton Bassett School and elsewhere. The analyses
I make of the resulting challenges to my thinking and practice show how
educators in schools can work together, embodying a form of professional
knowledge which draws on Thomism and other manifestations of dialectical
rationality.
Contributions to educational knowledge are made in relation to educational
action research and professional knowledge. The first is concerned with
the nature of professional knowledge in education, and how action research
can constitute the form of professional knowledge which I see as lacking
at present. The second contribution is concerned with how we represent
an individual's claim to know their own educational development. These
contributions contain an analysis in terms of a dialectical epistemology
of professional knowledge, which includes contradiction, negation, transformation
and moral responsibility within a dialogical community.
CONTENTS
You can download the PhD in chapters which are stored in Rich Text Format
The page numbers and footnotes may change.
An Outline of my Thesis. page
1
Personal Growth through Students'
Reviewing of their own Writing. page 60
Dialogues and Dialectics: Action
Research and a DialecticalForm of Classroom-Based Educational Knowledge.
page 98
How Action Research can be used
in an Educational Community. page 126
Rethinking Teachers' Dialogues as Educational
Knowledge. page 160
Action Research as a Form of Professional
Knowledgein a Whole-School Setting. page 193
Action Research as a Form of Professional
Knowledgein a Whole-School Setting. page 193 - PDF File
How my Research Changed Direction
. page 225
Defining Educational Knowledge:
what I have learned through the Present Study. page 261
A Dialectical Form of Action-Research-Based
Educational Knowledge, and Teachers' Professionality: what's new in what
I'm saying? page 318
Action Research, Dialectics, and
an Epistemology of Practically-Based Professional Knowledge for Teaching.
page 363
Afterword page 414
Bibliography page 442
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