A living educational theory research approach to continuing professional development in education

Mounter, Joy (2024) A living educational theory research approach to continuing professional development in education. Doctoral thesis, University of Cumbria.

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Abstract

My research and thesis contribute to the field of the continuing professional development of educational practitioners. The originality of my thesis proposes Living Professionalism as a new professional, values-led Teacher Standard of professionalism, where educational practitioners accept educational responsibility for their own continuing, values-led, professional development. This includes teachers continually researching their practice to improve it, generating values-laden explanations of their educational influence in learning, contributing to the growth of a global educational knowledgebase.

I draw on a Living Educational Theory Research methodological approach to continuing professional development in education. My thesis includes evidence of my reflections on the educational influences I have in my own learning, the learning of others and across social formations, as I accept educational responsibility for my Living Professionalism. I have critically engaged and analysed literature on Living Educational Theory Research, which revealed a limitation in the explanations of educational influences in learning across social formations. My explanatory principle of ~i~we~I~us~ relationships is proposed to highlight and transcend this weakness.

As part of values-led continuing professional development within Living Professionalism, and to overcome the identified limitation in Living Educational Theory Research, two new Living Educational Theory Research Master’s degrees, have been validated during this research. These enable a given curriculum supporting educational practitioners to create their own living curriculum using Spirals and Living Interactive Posters as research methods, which have emerged in my Living Educational Theory Research. An illustrative representation of the relational dynamic between my original contributions within Living Professionalism is offered as my Keystone Diagram, holding the practitioner and values-led practice at the centre. In the process of my research, I have clarified my living values, drawing on these as my explanatory principles and standards, by which I judge improvement in my practice, and evaluate the validity of my contributions to knowledge.

Item Type:	Thesis/Dissertation (Doctoral)
Departments:	Institute of Education > Non-Initial Teacher Education
Additional Information:	This thesis is submitted for the degree of Doctor of Philosophy, Institute of Education, University of Cumbria, UK, submitted January 2024. Word count 79,752.
Depositing User:	Anna Lupton
Date Deposited:	17 Sep 2024 11:39
Last Modified:	17 Sep 2024 11:45
URI:	https://insight.cumbria.ac.uk/id/eprint/8395

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