How I come to a compassionate, in-depth understanding of improving my practice as a clinical supervisor through a theory of ‘Freedom from fictions with compassion’

Wadsley, Margaret (2024) How I come to a compassionate, in-depth understanding of improving my practice as a clinical supervisor through a theory of ‘Freedom from fictions with compassion’. In: BERA Conference 2024 (British Educational Research Association), 8-12 September 2024, University of Manchester, UK. (Unpublished)

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Abstract

I developed this in-depth practice improvement research to question the value of contemporary professional effectiveness research and expertise development models for evaluating and explaining professional effectiveness. I chose Living Educational Theory’s values-oriented methodological inventiveness to facilitate my inquiries, exemplifying my acceptance of professional responsibility for my continuous practice improvement. I integrated Living Educational Theory’s use of “living contradiction” (Whitehead 2018) with the Adlerian concept of the fictitious goal (Adler 1956) by applying action reflection cycles to generate a methodology incorporating early recollections, auto~ethno~biography, poetry, stories, artwork, Rich Pictures, reflexive explorations, and digital visual relational evidence. I generated my living-educational-theory of “Freeing Fictions with Compassion” to create new insights into the relational processes that free relational impasse. My contribution demonstrates the benefits of taking professional responsibility for studying my practice in-depth by facilitating my inquiries using Adlerian tools and techniques to generate an evidence-based professional development process. I informed the process by creating a surface principle called encouraging-challenge, which connects my practice values with my praxis. I produced evidence of educational influence expressed through the embodied expressions of my values during supervision sessions to create an elucidatory process of explaining mutual learning and improvement applicable to professional relational settings in education, health, social care, and different supervisory contexts.

Item Type:	Conference or Workshop Item (Paper)
Departments:	Institute of Education > Non-Initial Teacher Education
Additional Information:	Symposium title: Generating an epistemology for educational research from the responsibility of educators and educational researchers to research their own professional development.
Depositing User:	Anna Lupton
Date Deposited:	02 Oct 2024 09:27
Last Modified:	02 Oct 2024 09:30
URI:	https://insight.cumbria.ac.uk/id/eprint/8423

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