McNiff’s diagram inspired me to construct my own illustration of practice. I have attempted to show how my numerous research cycles has linked, each informing the practice of the next whilst also depicting how the process has supported the strengthening of my identity as a leader. The need to construct such a map of my journey directed me to look more closely into the differences I experienced between my personal, professional and academic identity.
The diagram shown in figure 5 shows how I chose also to work in cycles of ‘plan-do-review’, in a reflective cycle, then before moving on, investigating the problems and outcomes of interventions. Each cycle tests and informs me as a leader with each creating multiple cycles of enquiry depicting …show more content…
In the ‘grand theory’ approach, theory precedes practice (Hopkins 1993). Here theory is defined as more or less separated from the concrete concerns of everyday life. In a ‘theorising approach’, the reverse is true and practice precedes theory. As a result of experience and at times the collection of data from the classroom, teachers theorise on its meanings for them and their colleagues. They engage in a critical evaluation of the experience, construct a plan and then implement that plan with a view to improvement. Those engaged in educational theory control the knowledge they are creating from their own actions. In this way the knowledge is used to inform practice as opposed to the assumption that the knowledge provided is appropriate for any situation. Hopkins (1983:72) describes this as being part of the process ‘discovering self-knowledge’. This allows the researcher not only to understand their world but it also empowers them to use that knowledge in their professional lives ‘to improve …show more content…
They pointed out that often work done by academics is published in journals generally not read by this important audience. The points made by Hargreaves and Rose would be absolutely true in respect of my own experience as a practitioner, up to the point of engaging in research myself.
More directly concerned with my living theory, action research is argued to open opportunities for practitioners to be involved in research, which has immediate relevance. An action research-living theory approach further supports practitioners, providing the opportunity to critically reflect on their own practice clarifying the meanings of any explanatory values. Working and researching in this way can lead to a deeper understanding of the researcher as an individual providing a deeper understanding and more significant contribution to informed practice.
“The strength of the action research approach to professional development rests upon a creative and critical dialogue between members of a community which includes teachers, academics, parents, industrialists, and politicians. We move ahead through creative leaps of imagination. We learn from our mistakes in detailed criticisms of our positions.” (Whitehead and McNiff,1988:
The diagram shown in figure 5 shows how I chose also to work in cycles of ‘plan-do-review’, in a reflective cycle, then before moving on, investigating the problems and outcomes of interventions. Each cycle tests and informs me as a leader with each creating multiple cycles of enquiry depicting …show more content…
In the ‘grand theory’ approach, theory precedes practice (Hopkins 1993). Here theory is defined as more or less separated from the concrete concerns of everyday life. In a ‘theorising approach’, the reverse is true and practice precedes theory. As a result of experience and at times the collection of data from the classroom, teachers theorise on its meanings for them and their colleagues. They engage in a critical evaluation of the experience, construct a plan and then implement that plan with a view to improvement. Those engaged in educational theory control the knowledge they are creating from their own actions. In this way the knowledge is used to inform practice as opposed to the assumption that the knowledge provided is appropriate for any situation. Hopkins (1983:72) describes this as being part of the process ‘discovering self-knowledge’. This allows the researcher not only to understand their world but it also empowers them to use that knowledge in their professional lives ‘to improve …show more content…
They pointed out that often work done by academics is published in journals generally not read by this important audience. The points made by Hargreaves and Rose would be absolutely true in respect of my own experience as a practitioner, up to the point of engaging in research myself.
More directly concerned with my living theory, action research is argued to open opportunities for practitioners to be involved in research, which has immediate relevance. An action research-living theory approach further supports practitioners, providing the opportunity to critically reflect on their own practice clarifying the meanings of any explanatory values. Working and researching in this way can lead to a deeper understanding of the researcher as an individual providing a deeper understanding and more significant contribution to informed practice.
“The strength of the action research approach to professional development rests upon a creative and critical dialogue between members of a community which includes teachers, academics, parents, industrialists, and politicians. We move ahead through creative leaps of imagination. We learn from our mistakes in detailed criticisms of our positions.” (Whitehead and McNiff,1988: