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HOW DO I AS A TEACHER-RESEARCHER CONTRIBUTE TO THE DEVELOPMENT
OF A LIVING EDUCATIONAL THEORY THROUGH AN EXPLORATION OF MY VALUES IN
MY PROFESSIONAL PRACTICE?
Submitted by Erica Holley
for the degree of M.Phil.
of the University of Bath
1997
Abstract
My thesis is a description and explanation of my life as a teacher and researcher
in an 11 to 16 comprehensive school in Swindon from 1990 to 1996. I claim
that it is a contribution to educational knowledge and educational research
methodology through the understanding it shows of the form, meaning and
values in my living educational theory as an individual practitioner as
I researched my question,
How do I improve what I am doing in my professional practice
?
With its focus on the development of the meanings of my educational values
and educational knowledge in my professional practice I intend this thesis
to show the integration of the educational processes of transforming myself
by my own knowledge and the knowledge of others and of transforming my educational
knowledge through action and reflection. I also intend the thesis to be
a contribution to debates about the use of values as being living standards
of judgment in educational research.
The file is in PDF
Format
Please note that the page numbers begin with 1 at the start of each chapter. These will be converted to the page numbers in the original in February 2005
Title Page
Acknowledgements
Contents
Introduction
Chapter 1. My values and where
they come from.
Chapter 2. What is educational
research? what is good quality educational research?
Chapter 3. How my research started
and how I reformulated my initial question.
Chapter 4. I can speak for myself.
My account of working with Poppy and how I struggled to come to terms
with what I saw as academic accounts of teaching?
Chapter 5. 'Accounting for myself'
- a description of my work with a whole class and an attempt to explain
what I mean by accountability.
Chapter 6. 'Accounting for my work'
- a description and explanation of what went on in the appraisal I did
with a member of my department and how it conflicted with the monitoring
role I was expected to have by the school management.
Chapter 7. 'Accounting for the
negative' - how the politics of oppression affected my work and how
I found a creative response.
Chapter 8. How I understood that
my educational knowledge was a living educational theory whose validity
could be judged by living standards of judgement.
Chapter 9. Conclusion
Bibliography
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