Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.794834
Title: An investigation into teacher-initiated or DIY Professional Development : the push and pull of teacher Professional Development
Author: Holme, Richard
Awarding Body: University of Dundee
Current Institution: University of Dundee
Date of Award: 2019
Availability of Full Text:
Access from EThOS:
Access from Institution:
Abstract:
Within education formalised teacher professional development (PD) has long been an area of research interest. In contrast informal, teacher-initiated PD has been researched far less. This thesis addresses this issue by investigating the proposed concept of DIY teacher professional development. This study employs a bricolage methodology involving pragmatic decision making to select any method or tool at the disposal of the researcher. The theoretical perspective, used as a lens for analysis, was influenced by critical pedagogists. Data collection was via a Delphi study (administered via electronic means) in which the initial round utilised a qualitative open-ended questionnaire, analysed thematically to produce statements. The second round involved a quantitative questionnaire to establish expert consensus on these statements. Data were analysed through descriptive statistics; alongside this a personal reflexive journal was compiled to track the researcher's own developmental journey. The consensus from the expert panellists was that teacher-initiated PD (the term preferred to DIY PD by participants) could be used as a separate classification of professional development. Key activities included: professional conversations and learning communities, which could expand to include networks. Key factors relating specifically to teachers included: relevancy to the participant; motivation, trust, agency and ownership, with collaboration as a facilitating factor. A further notable delivery factor included location of the PD delivery. Finally, given the complexity of this subject, the study also identifies emergent themes including: teacher identity, implicit learning, accountability and transparency, alternate discourse, and power, hierarchy and control. The thesis makes a contribution to the education community on three levels. Methodologically it shows how a Delphi study may be used within the educational context, as currently this is an under-utilised approach within education. Secondly the study informs the wider education community, including: teachers, administrators, policy makers, and teacher educators, on what PD may involve and might develop over coming years. The final contribution is a critique of the way the author has developed professionally which will inform their ongoing professional, and personal, development as an educator and researcher.
Supervisor: Lakin, Elizabeth ; Schofield, Susie Sponsor: Not available
Qualification Name: Thesis (Ed.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.794834  DOI: Not available
Keywords: CPD ; Professional development ; Education ; Teacher education ; Professional learning ; CLPL ; Grassroots ; DIY ; Scottish Education ; Bricolage ; Delphi study
Share: