Living Theory research: Making a difference that matters to Educational Learning and Continual Professional Development

Huxtable, Marie (2019) Living Theory research: Making a difference that matters to Educational Learning and Continual Professional Development. In: IPDA International Conference 2019, 29 Nov - 30 Nov 2019, Birmingham. (Unpublished) Full text not available from this repository.

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Abstract

There is considerable pressure on professional educational practitioners to develop instruction and support for learners to acquire skills and knowledge determined by a 'given' curriculum with prescribed learning outcomes. Comparatively less importance is given to them improving their educational practice supporting learners to create and progress through their own 'living' curriculum; the living curriculum created by the learner in the process of learning to live a loving, satisfying, productive and worthwhile life.
This paper is part of ongoing research into supporting educational learning and focuses on the implications for educational practitioners of engaging in Living Theory research as a form of professional development. A brief overview is given of Living Theory research (Whitehead, 1989, 2017), a values-based, action-led form of practitioner-research for educational-practitioners asking questions such as:
• 'How do I enable my students to learn educationally while gaining the highest grades possible on tests?
• 'What educational influence am I having in my own learning, the learning of other people, and the learning of the organisation or community that I am part of?'
• 'How do I fulfil my professional responsibility to create and contribute to a global educational knowledgebase for the benefit of all?'

Item Type: Conference or Workshop Item (Paper)
Journal / Publication Title: International Professional Development Association
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Departments: Initial Teacher Education (ITE)
Depositing User: Christian Stretton
Date Deposited: 16 Dec 2019 15:41
Last Modified: 06 Feb 2020 16:14
URI: http://insight.cumbria.ac.uk/id/eprint/5307

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