Use this URL to cite or link to this record in EThOS: http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.677895
Title: Metamorphosis, model-making and meaning : developing exemplary knowledge for teacher education
Author: Lofthouse, Rachel
ISNI:       0000 0004 5369 6013
Awarding Body: Newcastle University
Current Institution: University of Newcastle upon Tyne
Date of Award: 2015
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Abstract:
This PhD by publication provides a personal and scholarly response to two over-arching questions; • How has my practice as a university-based teacher educator shaped my understanding of professional learning? • How has my scholarship led to the creation of models of professional learning and how might these models be of value in practice? I draw on Thomas’ (2011) proposition of case studies as sources of exemplary knowledge, and believe that my collected body of work provides accounts and analyses of cases of practice from which knowledge can be gained. The use of the phrase ‘for teacher education’ (rather than ‘of’) reinforces this and also indicates my purpose. The PhD is a snapshot of completed research and my contemporary critical reflections on it written with a purpose of enabling thinking to support my own and others’ future practices in this diverse sector. During the period of research, and with an accelerating pace, teacher educators have been forced to rapidly adapt to new policy initiatives for teacher ‘training’ and professional development in England. This coincides with a time when schools are dealing with ever-increasing demands to ‘perform’ in relation pupil attainment. This socio-cultural backdrop creates new dependencies, for example raising the demands on those within and joining the teaching profession to create a ‘self-improving school led system’. It opens up opportunities for professional learning, but also creates tensions as activity systems collide. The publications of this PhD represent a variety of lived experiences of educational practice - either mine or teachers'. The research does not neatly fit into one paradigm or another, sometimes I adopt an interpretive paradigm, other times and action research paradigm. I class my work as practitioner research and employ practical reasoning, and aim to ‘transform the consciousness of practitioners and by doing so, to give them grounds upon which to reform their own practices’ (Kemmis, 1993, p. 188). It is for this purposes that I demonstrate how my research and experience has contributed the development of models of professional learning which have evolved through the duration of my critical reflection on my publications and current research and practice. This leads me to propose a practice development led model for individual professional learning and institutional growth, the metamorphosis of which is articulated through the doctoral statement.
Supervisor: Not available Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.677895  DOI: Not available
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